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Examining Classroom Quality As A Moderator Between Pre-Kindergarten Participation and School ReadinessAdassa Budrevich (6871928) 13 August 2019 (has links)
The current study examined the extent to which associations between participation in a targeted state-funded pre-kindergarten (pre-k) program and children’s literacy, numeracy, executive function (EF), and social-emotional skills were moderated by the quality of teacher-child interactions. Data came from an evaluation of a state-funded pre-k program including children enrolled in pre-k and those in a matched comparison group. The sample consisted of 558 children (Mage = 57.74 months) from two cohorts (48.9% female; 43.7% African American; 0.8% Asian; 32.3% European American; 12.4% Hispanic; 10.4% Multiracial). Children’s school readiness assessments and teacher surveys were collected during fall and spring of the preschool year. Research assistants assessed teacher-child interactions using the Pre-K Classroom Assessment Scoring System (CLASS; Pianta, La Paro, Hamre, 2008) once in the winter of the preschool year. Two-level multilevel linear models were conducted for each school readiness domain and included a variety of control variables. Results suggested that emotional support, classroom organization, and instructional support did not significantly moderate the relation between pre-k participation and literacy, numeracy, EF, and social-emotional skills.
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The Association Between the Home Numeracy Environment and Early Math Skills: Math Language as a ModeratorYemimah King (6953720) 14 August 2019 (has links)
<div>A number of studies provide evidence that the home numeracy environment (HNE) is important for the development of early numeracy skills. There is also evidence that preschoolers understanding of math language is a strong predictor of numeracy skills. However, there is limited research on the role of math language knowledge in the relation between the HNE and early numeracy skills. The purpose of this study was to investigate the relation between different aspects of the HNE (direct vs. indirect numeracy activities) and numeracy skills while considering math language as a moderator. Participants included 125 children between 3.01 to 5.17 years (M = 4.09) and their parents. Parents reported on the frequency of engaging children in home numeracy activities. Children were assessed in the fall and spring of their preschool year on their numeracy skills and math language knowledge. Hierarchical multiple regressions were conducted to test if prior math language knowledge would moderate the relation between each component of the HNE (indirect and direct numeracy activities) and later numeracy skills. Results indicate that math language was not a moderator of these relations. However, supplemental analyses suggest that math language mediates the relation between direct HNE and numeracy skills. These findings provide evidence that the relation between the direct HNE and early numeracy may be explained by preschooler’s math language knowledge.</div><div><br></div>
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Physical Activity, Structured Sport Participation, and Executive Function in PreschoolersLindsey M Bryant (6331853) 10 June 2019 (has links)
<p>Two
studies explored the connections between physical activity, participation in structured
open-skilled sports (e.g., soccer and basketball) and closed-skilled sports
(e.g. running and swimming), and executive function (EF) among preschool-aged
children. Study 1 included 197 preschool-aged children (mean age = 4.34
years, female = 48%, white = 83.5%). Study
2 included 1012 preschool-aged children (mean age = 51.59
months, white = 60.5%). Results from
regression models indicated that parent-reported physical
activity was not associated with direct assessments or parent reports of child
EF (Studies 1 and 2). General sport participation was associated with one
direct assessment (DCCS; Study 1), but was not associated with parent reports
of child EF when controlling for physical activity (Studies 1 and 2); however,
depending on the conceptualization of sport, some associations were
significant. Future
research is necessary to determine whether these associations exist when the
constructs are conceptualized differently and when using different assessments.
</p>
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DO PARENT-CHILD MATH ACTIVITIES ADD UP? A HOME NUMERACY ENVIRONMENT INTERVENTION FOR PARENTS OF PRESCHOOL CHILDRENAmy R. Napoli (5930078) 03 January 2019 (has links)
Early numeracy skills are related to children’s later mathematics and reading skills. Early interventions that target parent-child numeracy practices may be an effective way to promote these skills in young children. The aim of the current study was to evaluate the effectiveness of a home numeracy environment (HNE) intervention in increasing preschool children’s early numeracy skills through a randomized controlled trial. The intervention was designed to incorporate practices that have been shown to improve children’s numeracy development, in addition to a number of practices that have been shown to lead to effective outcomes for parenting interventions more broadly. Parents were randomly assigned to participate in either the HNE intervention or an active comparison condition. Both groups of parents attended a brief informational meeting and received daily text messages for four weeks; parents in the intervention group received information about the importance of early mathematics development and strategies for incorporating numeracy into their children’s daily routines and parents in the active comparison condition received information on general development in preschool. Before and after the intervention, parents completed a questionnaire on their numeracy beliefs and practices, and children were assessed on their early numeracy skills. Findings indicate that, compared to parents in the comparison condition, parents who participated in the intervention reported more frequent direct HNE activities and their children showed greater improvement on numeracy skills. There were no group differences on beliefs of importance of math, self-efficacy for teaching math, or engagement in indirect HNE practices. The study provides initial evidence that a brief HNE intervention is feasible for parents to implement and is effective in improving preschool children’s numeracy skills.
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Examination of Early Childhood Coaching in Paths to Quality Rating System in IndianaVeronika Peskova (9106277) 27 July 2020 (has links)
In 2008, Indiana
launched a statewide child care quality rating and improvement system, called
the Paths to Quality. To assist providers in improving the quality of their
programs, professional development, coaching, and teacher support are provided.
Yet the approach, format, and quality of coaching vary. This represents a
potential disconnect between high-quality coaching, high-quality child care
services, and positive child outcomes. The purpose of this study was to
investigate stakeholder views on the strengths and needs of the early childhood
coaches with respect to the current coaching system. To meet this goal, the focus
group and dyadic interview data were collected with technical assistance
administrators, early childhood coaches, and early childhood providers. Data
were collected through audio recording and transcription of each data
collection session. Results were analyzed by thematic analysis using the
long-table approach. Five steps of familiarization,
identifying, categorizing, labeling, and summarizing were used for interpretation of the results. The
results showed that coaches have a passion for their profession and are very
dedicated to helping support early childhood providers and teachers in their
growth. On the other hand, the results also show the serious need for change in
the coaching approaches and coaching model that is offered across the agency. There
is a need for new complex formal training on coaching practices for both early
childhood coaches and specialists and technical assistance administrators. Support
for coaches needs to be established with an emphasis on an ongoing system of
supports and follow up. Additionally, more specific areas of supports and its
structure are presented in this study.
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