A Review of School Readiness Practices in the States: Early Learning Guidelines and Assessments

Daily, Sarah; Burkhauser, Mary; Halle, Tamara

doi:10.1037/e573282010-001

Cited by 23 publications

(39 citation statements)

References 5 publications

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“…children's school readiness; Daily et al, 2010) in the U.S. Nevertheless, much of the research on literacy practices in low-income Latino homes has been comparative in nature (i.e.…”

Section: Print-related Practices Of Latino Familiesmentioning

confidence: 99%

Print-related practices in low-income Latino homes and preschoolers’ school-readiness outcomes

Schick

Melzi

2015

Journal of Early Childhood Literacy

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This study examined literacy practices in the homes of 127 low-income Latino preschoolers enrolled in bilingual preschool classrooms. Specifically, we investigated the print-related practices that Latino primary caregivers engaged in with their preschoolaged children at the start of the school year and explored the relation between these practices and children's language, literacy, and social-emotional school-readiness outcomes at the end of the preschool year. The results demonstrate the importance of print -including books and non-book-related environmental print -for Latino preschool children's development of early literacy and self-regulation skills. In addition, the results highlight that when sharing picture books with their children, low-income Latino caregivers provided the majority of the information to their children, and ask few questions of them, thereby adopting a sole-narrator participatory role. Interestingly, the manner in which caregivers shared the books with their children was not related to child outcomes. The results are discussed in relation to the importance of enhancing Latino caregivers' culturally preferred print-related practices as a means of fostering their preschoolers' language, literacy, and social-emotional development.

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“…children's school readiness; Daily et al, 2010) in the U.S. Nevertheless, much of the research on literacy practices in low-income Latino homes has been comparative in nature (i.e.…”

Section: Print-related Practices Of Latino Familiesmentioning

confidence: 99%

Print-related practices in low-income Latino homes and preschoolers’ school-readiness outcomes

Schick

Melzi

2015

Journal of Early Childhood Literacy

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“…One broad conclusion drawn from Scott‐Little et al's study was that all state early learning documents did not reflect the early childhood research literature. Finally, Daily, Burkhauser, and Halle () reported that, in general, state early learning guidelines focus on language and literacy, early mathematics and numeracy skills, early science and problem‐solving skills, creative arts, social studies and technology, social and emotional development, approaches to learning, and physical health and development. More specifically, all 50 states plus the District of Columbia have early language and literacy in some form, all but one state have early mathematics, 46 states plus the District of Columbia have early science, 42 states plus the District of Columbia have creative arts, 32 states have social studies, 48 states plus the District of Columbia have social/emotional development, and 48 states plus the District of Columbia have some form of physical health and development learning standards.…”

Section: History Of Early Learning Standardsmentioning

confidence: 99%

Exploring Pre‐K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications

DeBruin-Parecki

Slutzky

2016

ETS Research Report Series

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Currently in the United States, 50 states, 5 territories, and the District of Columbia have established prekindergarten (pre‐K) age 4 learning standards that are intended to outline skills and knowledge that set children on a path to success in kindergarten and upcoming grades. These standards are emphasized as a centralizing force in early childhood education, providing a bridge strengthening ties between preschool and elementary grades. This report presents a national study of pre‐K age 4 learning standards based on an online survey completed by early childhood state and territory directors and administrators, geographically diverse focus groups representing a subsample of survey respondents, and one‐on‐one interviews composed of a sample of both focus group and survey participants. Data were collected from these sources and by direct examination of pre‐K age 4 learning standards documents. Responses to survey, focus group, and interview questions advanced current knowledge regarding the purpose, history, and development of pre‐K age 4 learning standards, comprehensiveness of standards documents, standards‐related supports for teachers, and pre‐K to kindergarten alignment. Systematic analysis of pre‐K age 4 learning standards documents revealed extensive variation across titles, organization, terminology, and enriching materials, such as teacher strategies and child examples that assist teachers in implementing standards. A surprising finding is the positive view among early childhood leaders in focus groups and interviews toward establishing national pre‐K age 4 learning standards. The report concludes with a brief discussion of implications of this study followed by recommendations to inform state and federal early childhood leaders, education‐focused philanthropic foundations, and others in the field of early childhood education.

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“…E arly childhood researchers across the United States are focused on developing assessments of kindergarten readiness based on teachers' observations of children's skills and abilities across multiple developmental domains (Daily, Burkhauser, & Halle, 2010). Previous research has indicated that most teachers' assessments of older children's academic ability are fairly accurate when compared with their performance on standardized tests (Hoge & Coladarci, 1989;Jussim, 1989;Jussim & Eccles, 1992).…”

mentioning

confidence: 99%

Can Teacher Ratings of Students’ Skills at Kindergarten Entry Predict Kindergarten Retention?

Goldstein¹,

Eastwood²,

Behuniak³

2013

The Journal of Educational Research

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A Review of School Readiness Practices in the States: Early Learning Guidelines and Assessments

Cited by 23 publications

References 5 publications

Print-related practices in low-income Latino homes and preschoolers’ school-readiness outcomes

Print-related practices in low-income Latino homes and preschoolers’ school-readiness outcomes

Exploring Pre‐K Age 4 Learning Standards and Their Role in Early Childhood Education: Research and Policy Implications

Can Teacher Ratings of Students’ Skills at Kindergarten Entry Predict Kindergarten Retention?

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