The effectiveness of a transitional prekindergarten program on later academic achievement

Buntaine, Roberta L.; Costenbader, Virginia

doi:10.1002/(sici)1520-6807(199701)34:1<41::aid-pits5>3.3.co;2-8

Cited by 6 publications

(10 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This finding raises methodological considerations as to whether direct behavioural observations may better detect differences in the manner and severity of non‐verbal anger cues. Previous research revealed that boys display their anger through aggressive behaviours such as hitting and kicking, whereas girls report sulking and pouting as anger expression (Buntaine & Costenbader, ).…”

Section: Discussionmentioning

confidence: 99%

Turkish Children's Expression of Negative Emotions: Intracultural Variations Related to Socioeconomic Status

Okur

Çorapçı

2016

Infant and Child Development

View full text Add to dashboard Cite

The goal of the present study was to examine intracultural variations in Turkish children's emotion expression in relation to socioeconomic status (SES) characteristics, alone and in combination with child gender and their interaction partners. Children's expectations about outcomes from expressing and their reasons for hiding their felt emotion in situations that involved unfairness, disappointment, public failure and a mishap were also delineated. A total of 123 school‐aged Turkish children responded to hypothetical vignettes. Boys and girls from middle‐high SES families were equally likely to endorse shame expression. However, lower SES boys were more likely to endorse hiding shame than lower SES girls. Middle‐high SES children showed a tendency for expressing anger and sadness more than lower SES children. Turkish children primarily expected interpersonal support from emotion expression. Upon anger, disappointment and sadness expression, Turkish children expected instrumental support more from their parents than their peers. The intracultural differences are discussed in light of sociodemographic changes accompanied by cultural value shifts that differentially impact socialization goals and practices of families with different SES. Copyright © 2015 John Wiley & Sons, Ltd.

show abstract

Section: Discussionmentioning

confidence: 99%

Turkish Children's Expression of Negative Emotions: Intracultural Variations Related to Socioeconomic Status

Okur

Çorapçı

2016

Infant and Child Development

View full text Add to dashboard Cite

show abstract

“…One of their main concerns is the presumed likelihood that children who are younger than their peers when they enter kindergarten will fall behind academically or be at risk for academic failure. The crux of the debate is the claim that giving younger children an extra year before they start kindergarten could enable them to meet the academic demands of school, thereby preventing academic failure or underachievement (Bredekamp & Shepard, 1989;Buntaine & Constenbader, 1997;Charlesworth, 1989;Frick, 1986). This article reports findings of a longitudinal study that explored the academic achievement of children whose enrollment in kindergarten was either early or delayed relative to children who entered kindergarten on time.…”

Section: Discussionmentioning

confidence: 99%

The Longitudinal Effects of Kindergarten Enrollment and Relative Age on Children's Academic Achievement

Dagli

Jones

2013

Teachers College Record: The Voice of Scholarship in Education

View full text Add to dashboard Cite

Background Research findings suggest that there may be some academic benefits for those children whose kindergarten enrollment is delayed, and the risk of underachievement seems to be greater for children who are younger when they first enter kindergarten. Although kindergarten enrollment occurs naturally, certain child, family, and childcare factors will likely influence parents’ decisions concerning when to enroll their children in kindergarten. Age-of entry studies have often neglected assignment bias results from those preenrollment factors. In addition, prior research has defined children's relative age outside of the immediate environment, as opposed to conceptualizing relative age within the context where children actually learn. Purpose This study examined the relationship between early, on-time, or delayed kindergarten enrollment and children's mathematics and reading achievement from kindergarten through third grade. We predicted that the degree to which delayed, on-time, or early enrollment influences children's reading and mathematics achievement depends on those preenrollment factors that potentially create assignment biases and the relative age of each child to his or her classmates. Research Design The study used the Early Childhood Longtudinal Study, Kindergarten Class of 1998-1999 (ECLS:K). A propensity score stratification model was used to adjust for sample assignment bias resulting from the preenrollment factors. Then, a cross-classified random effects model was applied. Results Results showed that certain child and family characteristics and parents’ perceptions about school readiness were related to when children first enter kindergarten. After controlling for demographic characteristics and propensity scores resulting from pre-enrollment factors, on average, at the beginning of kindergarten, children whose kindergarten enrollment was delayed had the highest scores in reading and mathematics, followed by children who entered kindergarten on time. Yet, in third grade, these differences were negligible. However, children in the delayed group who were also relatively older than their peers outperformed the other groups in third-grade mathematics. Conclusions The results suggest that the academic success or failure of children whose kindergarten enrollment is delayed, early, or on time depends on sociodemographic factors as well as the ages of the children in the same class (e.g., child's age relative to his or her classmates). Policy discussions about age of kindergarten entry or changing cutoff dates should include consideration of factors that influence parental decision making, as well as a child's age relative to his or her classmates.

show abstract

“…More research is needed to clarify which particular groups of children may benefit the most from pre-kindergarten programs. Buntaine and Costenbader (1997) Using ANOVA, no statistically significant differences between the children attending the transitional program and those progressing directly to kindergarten were found in terms of academic test scores. Analyses of gender differences also showed no statistically significant findings either.…”

Section: Impact Of Transitional Kindergartenmentioning

confidence: 93%

“…Some studies classify any outside the home educational experiences prior to kindergarten as "pre-kindergarten", so many of the children studied are four years or younger and not eligible to attend kindergarten for one or more years. In a review of alternative programs, Buntaine and Costenbader (1997) pointed out the dearth of research focused specifically on alternative programs for kindergarten age-eligible children.…”

Section: Impact Of Transitional Kindergartenmentioning

confidence: 99%

See 1 more Smart Citation

Examination of factors related to kindergarten readiness

Christoffersen

View full text Add to dashboard Cite

The effectiveness of a transitional prekindergarten program on later academic achievement

Cited by 6 publications

References 13 publications

Turkish Children's Expression of Negative Emotions: Intracultural Variations Related to Socioeconomic Status

Turkish Children's Expression of Negative Emotions: Intracultural Variations Related to Socioeconomic Status

The Longitudinal Effects of Kindergarten Enrollment and Relative Age on Children's Academic Achievement

Examination of factors related to kindergarten readiness

Contact Info

Product

Resources

About