School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs

Winsler, Adam; Tran, Henry; Hartman, Suzanne; Madigan, Amy L.; Manfra, Louis; Bleiker, Charles

doi:10.1016/j.ecresq.2008.02.003

Cited by 138 publications

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“…Participants were a subset of children from one cohort (2003)(2004) of the Miami School Readiness Project (Winsler et al, 2008), a large-scale, applied, university-community collaborative program evaluation project in which low-income children receiving subsidies to attend community-based childcare programs were assessed for school readiness at age 4 and followed into elementary school. For the purposes of this article, participants were limited to low-income (150% of the federal poverty line) "Latino/ Hispanic" children (parent report of child on registration forms) who attended center-based childcare with the assistance of childcare subsidies and who had child assessment data (in either English or Spanish) during their 4-year-old preschool year (N ϭ 2,059).…”

Section: Methods Participantsmentioning

confidence: 99%

Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty.

Winsler¹,

Kim²,

Richard³

2014

Developmental Psychology

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121

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This article analyzes the role that individual differences in children's cognitive, Spanish competence, and socio-emotional and behavioral skills play in predicting the concurrent and longitudinal acquisition of English among a large sample of ethnically diverse, low-income, Hispanic preschool children. Participants assessed at age 4 for language, cognitive, socio-emotional, and behavioral skills were followed through kindergarten. Multivariate analyses demonstrated that Spanish-speaking preschoolers with greater initiative, self-control, and attachment and fewer behavior problems at age 4 were more successful in obtaining English proficiency by the end of kindergarten compared to those initially weaker in these skills, even after controlling for cognitive/language skills and demographic variables. Also, greater facility in Spanish at age 4 predicted the attainment of English proficiency. Social and behavioral skills and proficiency in Spanish are valuable resources for low-income English language learners during their transition to school.Keywords: English language learner (ELL), dual language learner, Latino/Hispanic, social skills, English acquisitionThe number of English language learners (ELLs) in the United States has been increasing progressively in recent years. ELL enrollment in schools more than doubled between 1997 and 2008 (National Clearinghouse for English Language Acquisition, 2010). Hispanic children, who speak Spanish as their first language (L1), make up the largest proportion of ELL students in today's schools (U.S. Census Bureau, 2010). Given that (a) Hispanics are the largest and fastest growing minority group in the United States; (b) disproportionately high numbers of Hispanic children live in poverty (Chau, Thampi, & Wight, 2010); and (c) Hispanic children, as a group, struggle with relatively poor educational achievement, Garcia and Jensen (2009) argued that young Hispanic children constitute an urgent demographic imperative requiring considerable research and policy attention.One of the key questions has to do with the conditions under which, and the speed with which, young Hispanic children acquire English. Depending on the pattern and timing of exposure to and support for both English and Spanish in the early years, there are many possible language outcomes for such children-some become fully bilingual fairly early on in childhood, learning English and maintaining Spanish in the process; some remain predominantly Spanish speakers with only limited English proficiency; and some become fully competent in English at the expense of Spanish. The current article examines child-level predictors of progress toward proficiency in English during pre-K and kindergarten among Spanish-speaking children in poverty. ELL children who become fully proficient in English, and who do so earlier in their educational career, do better later in school than those who continue to struggle with English proficiency (Halle, Hair, Wandner, McNamara, & Chien, 2012). Of course, English proficiency is only one of th...

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Section: Methods Participantsmentioning

confidence: 99%

Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty.

Winsler¹,

Kim²,

Richard³

2014

Developmental Psychology

Self Cite

121

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show abstract

“…Of children attending Head Start, boys showed more aggressive relationships than girls, especially the older girls of the class who engaged in the most interactive and socially competent play than the rest of their classmates (Coolahan et al, 2000). However, research related to early childhood development on children who attend other types of low-cost early childhood settings is scarce (Winsler et al, 2008). Children living in impoverished homes are more likely to suffer from troubled relationships with their families as well as other experiences that have a negative effect on the overall development (Shonkoff & Phillips, 2000).…”

Section: Social and Emotional Development And Academic Achievementmentioning

confidence: 99%

“…Children receiving childcare subsidies are required to participate in regular assessments in order to ensure the quality of educational services they are receiving and that they are ready to learn when they start kindergarten (Winsler et al, 2008). Children who attend these types of educational settings come from low-income families willing to work but have no form of child care.…”

Section: Social and Emotional Development And Academic Achievementmentioning

confidence: 99%

“…It was created to design a profile of children's social and emotional strengths, called protective factors. Teachers and parents complete a questionnaire which reports the frequency of children's behaviors on four subscales: attachment, initiative, self-control and behavioral concerns (Winsler et al 2008). This profile is then used to reward positive behaviors while ignoring negative ones (LeBuffe & Naglieri, 2004).…”

Section: Decamentioning

confidence: 99%

“…Besides Rosas, Chaiken, and Case (2007) and Winsler et al (2008), the protective factors (attachment, self-control and initiative) of the DECA have not been widely examined (Jaeberg, Dixon, & Weis, 2009). While studies have replicated the value of the DECA, the extent to which individual protective factors predict long-term academic success has not, particularly in a linguistically and culturally diverse population.…”

Section: Decamentioning

confidence: 99%

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The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

Muelle¹

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Social and emotional development has been considered an important factor in child development which has been placed at the end of the learning spectrum due to high stakes testing. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity (Bandura, 1989). This study examined the relationship between Hispanic children's prekindergarten social and emotional development and their academic success.Hispanic children from a large southeastern city whose parents were receiving subsidized child-care were followed from their prekindergarten year through third grade (N=1,978). Several hierarchical regressions were run to determine the relationship between children's social and emotional development, during their prekindergarten year using the DECA (Devereaux Early Childhood Assessment), and the their academic The results of this study revealed that for Hispanic children from low-income families, the best predictor for academic success was the children's prior academic achievement. Social and emotional development showed no significant predictive value for the third grade criterion variables as well as end of the year academic grades in second grade and kindergarten reading. Evidence did suggest that for first grade end of the year academic grades and kindergarten math, social and emotional development had a small predictive value.

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Examining the relationships between data‐guided innovations and pre‐k students' social‐emotional development

Salim

Kilmer

Cook

et al. 2021

Journal Community Psychology

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The present study examined the effects of data‐guided innovations on students’ social‐emotional (SE) development within prekindergarten settings. Specifically, this study examined the effects of a pilot effort that sought to improve instructional quality through the use of structured classroom observations by coaches to help support teacher implementation of curricula and evidence‐based practices. In addition, teachers used formative assessments of students’ SE functioning to guide and individualize their instruction. To examine the effects of the multicomponent intervention, this study compared the SE functioning of students across three conditions: (1) students whose teachers received no data‐guided innovations; (2) students whose teachers received SE formative assessments; and (3) students whose teachers received both SE formative assessments and performance‐based feedback using structured classroom observations. Students whose teachers received both SE formative assessments and performance‐based feedback using structured classroom observations evidenced significantly greater SE competencies than those in the control group. Additionally, students whose teachers just received SE formative assessments evidenced greater SE competencies than those in the control group, however, the differences were not significant. Results indicate the potential value of these data‐guided innovations for improving prekindergarten student outcomes such as SE development and point to the next steps for future research.

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School readiness gains made by ethnically diverse children in poverty attending center-based childcare and public school pre-kindergarten programs

Cited by 138 publications

References 50 publications

Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty.

Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty.

The Relationship Between Prekindergarten Social and Emotional Development and Academic Success among Hispanic Children from Low-Income Families

Examining the relationships between data‐guided innovations and pre‐k students' social‐emotional development

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