Preschool-to-third grade programs and practices: A review of research

Abstract

The preschool-to-third grade perspective has helped the early childhood field move away from a reliance on relatively brief or one-shot programs toward more systematic and comprehensive models that span most of children’s first decade. We review the knowledge base on the effectiveness of preschool to third grade intervention programs and practices for young children making the transition to school. Our coverage includes extended early childhood interventions, preschool programs, full-day kindergarten, reduced class sizes in the early grades, parent involvement, instructional practices, and school transitions (mobility). We distinguish between two major PK-3 strategies. PK-3 programs are planned interventions that begin during any of the five years of a child’s life before kindergarten and which continue up to third grade. The most comprehensive programs include all these elements, and serve children from low-income families or who have special needs. Alternatively, PK-3 practices are defined as specific elements or components of extended early childhood programs that are hypothesized to be associated with children’s outcomes. These elements may include preschool education, full-day kindergarten, reduced class sizes, teaching practices, and parent involvement activities. Overall, we find growing evidence for the positive effects of PK-3 programs and practices. The strongest evidence supporting enduring effects into adulthood is from center-based preschool programs followed by small classes in the early grades. Additional longitudinal studies are needed into adulthood to fully document the effects of different PK-3 programs and to verify the extent to which PK-3 practices (e.g., parent involvement, school mobility) have long-term effects into adulthood.

A qualitative metasynthesis comparing U.S. teachers' conceptions of school readiness prior to and after the implementation of NCLB

“…Part of this shift may because many publicly early childhood programs in the U.S. (e.g., Reynolds, Magnuson, & Ou, 2010) as well as globally (e.g., Allen, 2011) are being framed as intervention programs that will save taxpayers money.…”

The Educare Chicago Research-Program Partnership and Follow-Up Study: Using Data on Program Graduates to Enhance Quality Improvement Efforts

“…The alignment of preschool to kindergarten and through third grade has enjoyed a recent focus in research and policy (Bogard & Takanishi, 2005;Reynolds, 2003;Reynolds & Temple, 2008). Such alignment has the potential to mitigate the wrenching transitions parents described (Reynolds, Magnuson, & Ou, 2010) and has been associated with better student outcomes (Marietta, 2010). Alignment efforts in which the early childhood programs and elementary schools are not co-located, such as in the Child-Parent Centers (Reynolds, 2003), requires dedicated time between willing and committed partners (e.g., see ''A Cohesive Educational Experience and Other Challenging Issues,'' regarding efforts between Educare Chicago and two charter elementary schools).…”

The type of curriculum activities implemented in Jordanian preschools

“…Educators spend less time concerned with special services and disciplinary actions, and more concerned with how to provide their students with engaging and rewarding lessons. The school system can use funds towards activities that enrich learning experiences, rather than spending the money for remedial programmes for children whose performance is lagging (Reynolds, Magnuson, & Ou, 2009;Sadowski, 2006). Not all preschools are created equal, however.…”