The effects of age/maturation, grade, amount of school exposure, and early or late entry into school, on mathematics and executive function skills of pre-kindergarten and kindergarten students was examined. The sample consists of four-and five-year olds from low-income ethnic minority families enrolled in pre-kindergarten (pre-K) (n = 42) and kindergarten (n = 40). Assessments of mathematics competency and executive function were conducted by trained researchers in the fall of the school year. Regression analyses were conducted to test the effects of age/maturation and amount of schooling, while independent samples t-test were used to examine late versus early entry into school, the value of pre-K attendance, and if grade level matters. The findings revealed that there is a maturation effect to an extent in the beginning of the preschool year. The importance of school exposure (pre-K attendance) and early entry was also confirmed. A future longitudinal study needs to be conducted that follows the same cohort from pre-K to adulthood in order to find the long term effects underlying this debate. / acase@tulane.edu
| Identifer | oai:union.ndltd.org:TULANE/oai:http://digitallibrary.tulane.edu/:tulane_27888 |
| Date | January 2014 |
| Contributors | Mark, Idan I. (Author), Barbarin, Oscar (Thesis advisor) |
| Publisher | Tulane University |
| Source Sets | Tulane University |
| Language | English |
| Detected Language | English |
| Format | 84 |
| Rights | Copyright is in accordance with U.S. Copyright law |
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