Young Children's School Readiness Research Articles

Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children

Social-emotional skills are a growing area of focus for early childhood educators due to their contributions to young children's school readiness and long-term positive outcomes. Current research also highlights the need to confront biases leading to the overestimation of challenging behaviors in racially and ethnically minoritized children. When enacted into policy and practices, biases and overestimation of challenging behaviors result in disproportional, exclusionary disciplinary practices towards children from racially minoritized and economically marginalized backgrounds in early childhood educational settings. Thus, it is necessary to select and implement social-emotional learning interventions that have been designed for or culturally adapted to meet specific needs of children from these backgrounds. In the present study, we uncovered the characteristics of social-emotional learning (SEL) interventions that have been designed or culturally adapted for racially and ethnically minoritized preschool-aged children (ages 3–5 years). Using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines with no restrictions on study dates, we conducted a systematic review of the literature. Our results indicate the implementation of culturally adapted SEL programs among preschool-age children from racially and ethnically minoritized backgrounds is in the preliminary stages with only six studies meeting inclusionary criteria. Overall, children demonstrated improved outcomes after participation in SEL programs. There were significant variations in the SEL curricula used. Frequent types of adaptions included reviewing the program from the original intervention, ensuring that the intervention is delivered in children's home language, and selecting or training qualified implementers.

유아의 학교준비도에 대한 유치원 교사와 초등학교 교사의 인식

This study investigates the perceptions and differences between kindergarten and elementary school teachers regarding the importance and performance of school readiness for young children. The subjects of the study are 114 kindergarten teachers who currently teach 5-year-olds or have taught them within the last 3 years and 106 elementary school teachers who currently teach first graders or have taught them within the last 5 years. The research tool was modified to fit the purpose of this study, drawing on Bang (2013) and Lee (2005). The collected data were analyzed using frequency and percentage, maximum and minimum values, mean and standard deviation, and t-tests. This study yielded the following results. First, significant differences were found in how kindergarten teachers and elementary school teachers perceived the importance of young children's school readiness in the overall and subdomains except academic skills, with elementary school teachers placing a higher value on it. Second, significant differences were found in how kindergarten and elementary school teachers perceived the performance of young children's school readiness, in general and subdomains, with kindergarten teachers believing that more young children could perform those than elementary school teachers. These results imply the need for a two-way connection between early childhood education and elementary education, thus redefining the role of early childhood education and strengthening cooperation with families.

Dental caries and school readiness in 5-year-olds: A birth cohort data linkage study.

To describe the association between dental caries and school readiness in 5-year-old children taking part in the Born in Bradford (BiB) birth cohort, UK. The Early Years Foundation Stage Profile (EYFSP) assesses the school readiness of young children and is strongly predictive of future academic attainment. Children are recorded as 'emerging' (below expected), 'expected', or 'exceeding' in five key learning areas. The Oral Health Survey of 5-year-olds (OHS5) is undertaken biennially in England, assessing caries experience at a dentine threshold (d3mft). EYFSP and OHS5 were available for a proportion of children participating in BiB. Odds ratios and confidence intervals for caries experience were established, and odds ratios adjusted for significant sociodemographic variables. EYFSP and OHS5 data were available for 2.5% (n = 346) BiB participants. Nearly half (45.2%) had caries. A measure of socio-economic status, receiving free school meals, was the only demographic variable strongly related to caries experience (OR: 2.8, 95% CI: 1.6-4.9). After adjustment, children 'emerging' in EYFSP learning areas had 1.6- to 2.2-fold (95% CI: 1.0-3.8) higher odds of experiencing caries. Children 'exceeding' EYFSP learning areas had 2.3- to 4-fold (95% CI: 0.1-0.9) lower odds of caries experience. This is the first study to explore the association between caries experience and school readiness using a holistic assessment tool. The association was found across different learning areas and was comparable to and independent of socio-economic status. The findings indicate oral health-related absenteeism is not a causative factor. EYFSP shows potential to enhance the targeting of preventive interventions at a child, class or school level.

HTKS-Kids: A tablet-based self-regulation measure to equitably assess young children's school readiness.

Technology advances make it increasingly possible to adapt direct behavioral assessments for classroom use. This study examined children's scores on HTKS-Kids, a new, largely child-led version of the established individual research assessment of self-regulation, Head-Toes-Knees-Shoulders-Revised task (HTKS-R). For the HTKS-Kids tablet-based assessment, which was facilitated by children's preschool teachers, we examined (1) preliminary reliability and validity; (2) variation in scores predicted by child age and background characteristics; and (3) indication that HTKS-Kids provides different information from teacher ratings of children. Participants included n = 79 4-year-old children from two urban areas in upstate New York, USA. Average parent education was 12.5 years, ranging 3-20. A researcher administered the HTKS-R to individual children, and teachers (eight white, two Latino) were trained to use the HTKS-Kids tablet-based assessment and asked to play once with each study child. Teachers also rated each child on 10 Child Behavior Rating Scale (CBRS) items about classroom self-regulation. We found evidence that (1) the HTKS-Kids captures variation in children's self-regulation and correlates positively with established measures, (2) parent education was the best predictor of HTKS-Kids scores, and (3) teachers rated Black children significantly worse and white children better on the CBRS, with the magnitude of group differences similar to the contribution of parent education. In contrast, Black and white children showed no score differences on HTKS-Kids. The HTKS-Kids is a promising new tablet-based assessment of self-regulation that could replace or supplement traditional teacher ratings, which are often subject to implicit bias.

Benefits of pre-kindergarten for children in Baltimore, MD

Substantial research has documented that Pre-Kindergarten (Pre-K) programs have important benefits for the school readiness of young children, especially those from low-income backgrounds. Recent studies in this arena have taken advantage of the Regression Discontinuity (RD) design to evaluate the impacts of Pre-K, due to ethical and pragmatic issues. In this study, we use an RD approach to evaluate the effects of the Preschool Development Program in Baltimore, MD, a city with a large proportion of families from socioeconomically and racially marginalized backgrounds who contend with multiple environmental risks. We compared a group of children who had received Pre-K (n = 554) to a group who had not yet participated in Pre-K (n = 542). Results suggest that the Pre-K experience positively affects these children in a variety of domains, including language (d = 0.41–0.74), early literacy (d = 0.99–1.36), and early mathematical problem-solving (d = 0.54–0.71), a pattern of benefits which is consistent with the targets of the Pre-K curriculum in this jurisdiction. However, effects were not robust for executive functioning, a domain that has had less empirical attention in Pre-K evaluations. Importantly, our study also includes several enhancements to the Pre-K RD design that are recommended by experts but that have not been used widely in this literature. Thus, this study contributes both to the literature on the benefits for children, from largely minoritized, low-income backgrounds, of preschool education implemented at scale and to the methodological literature on RD evaluations of Pre-K programs.

Psychometric properties and factor structure of the Early Development Instrument in a sample of Jordanian children

BackgroundInvesting in children’s early years can have a lasting positive effect, such as better academic outcomes throughout their school careers. In Jordan, investments have been made in early childhood development and early childhood care and education to improve children’s school readiness. School readiness comprises a range of abilities needed to succeed in school, including physical, emotional, social, and cognitive skills. To measure the impact of these investments on children’s school readiness, Jordan has been implementing the Early Development Instrument (EDI), a population-level, teacher-completed checklist of children’s school readiness, assessing children’s development in five main areas, referred to as domains.MethodsThe goal of the current study was to examine the psychometric properties of the Arabic version of the EDI, using data collected in 2018 on a sample of 5965 children in Jordan. The EDI was translated from the original English version to Arabic and adapted for use in Jordan. We conducted a categorical confirmatory factor analysis (CFA) for each of the five domains of the EDI and examined the reliability of the domains and subdomains using Cronbach’s alpha reliability coefficient.ResultsWith few exceptions, the study results are in line with those of the analysis of the psychometric properties found with the original, Canadian English version of the EDI in a population of Canadian children. Results of CFAs demonstrated, for the most part, good model fits. Internal consistency indices of the domains ranged from 0.74 for physical health and well-being to 0.96 for social competence. For the subdomains, they ranged from 0.42 to 0.94.ConclusionsOur results provide empirical support for the adaptation of the EDI for population monitoring of school readiness in Jordan. Validation of the Arabic adaptation opens up the possibility of assessing school readiness of young children in Jordan in comparison to the many other countries that have successfully adapted and applied the EDI.

Online Literacy Instruction for Young Korean Dual Language Learners in General Education.

English language development is a critical component for young children’s school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy, Columbus, 2013), a literacy curriculum designed to prepare young children’s school readiness on the English literacy skills of Korean dual language learners in general education. Using a multiple probe design, eight 4- to 5-year-old Korean dual language learners (1 female, 7 males) received 1:1 online synchronous daily instruction over 2 months during the summer before entering their kindergarten programs. Through the intervention, all eight children demonstrated increases in the use of English vocabulary, story comprehension, and oral fluency. Post-intervention data on vocabulary and reading fluency through three standardized tests, Dynamic Indicators of Basic Early Literacy Skills, Peabody Picture Vocabulary Test, and Expressive Vocabulary Test, showed improvement over baseline for most children. Discussion and implications for future research were provided.

Family routines and practices that support the school readiness of young children living in poverty

Despite established linkages between family routines and practices with aspects of school readiness, our understanding of these linkages would be further enhanced with research that: measures school readiness skills and behaviors across multiple domains; examines family routines and practices comprehensively; and is sufficiently generalizable to preschool-age children living in poverty. This study investigated the family routines and practices of newly enrolled Head Start attendees and explored connections between routines and practices and children's school readiness at preschool entry across 5 developmental domains: cognitive, physical, language, social-emotional, and approaches to learning. Utilizing the Head Start Family and Child Experiences Survey (FACES) 2009 cohort, exploratory and confirmatory factor analyses revealed 5 distinct factors that characterize the underlying relationships between family routines and practices children experience. Specifically, family routine and practice patterns included: (1) implementing learning- and literacy-focused activities; (2) implementing art activities and playing games; (3) engaging in community activities; (4) avoiding unhealthful foods; and (5) consuming healthful foods. Regression results revealed the factors related to implementing art activities and playing games and implementing learning- and literacy-focused activities are the most consistent predictors of school readiness outcomes across all domains measured. Using a nationally representative sample of entering Head Start attendees, findings suggest that family routines and practices may serve as protective factors for young children living in poverty and support their school readiness across multiple key readiness domains.

School Readiness of Young Children Enrolled in Preschool in the United States.

As preschool enrollment increases, it is important to know whether children enrolled in preschool are more likely to be "healthy and ready to learn (HRTL)." Our objective was to assess whether there are detectable school readiness differences between children enrolled in preschool and those who are not in a large, cross-sectional, nationally representative US sample. Caregivers of 4931 3- to 4-year-old children in the 2016 National Survey of Children's Health indicated whether their child had started school and completed questions forming the "HRTL" School Readiness National Outcome Measure and its domains: early learning skills, self-regulation, social-emotional development, and physical health/motor development. Propensity score-matched logistic regression models estimated prevalence ratios (PRs) comparing children in versus not in preschool. 49.1% of children had started preschool. After matching, children in preschool did not differ from children not in preschool on the composite (PR = 1.21; 95% confidence interval [CI]: 0.92-1.58) or any domains. Children in preschool were more likely to be "on track" with rhyming words (PR = 1.48; 95% CI: 1.11-1.96), writing their name (PR = 2.36; 95% CI: 1.82-3.08), and holding a pencil (PR = 1.55; 95% CI: 1.12-2.14) but less likely with explaining things they have seen/done (PR = 0.59; 95% CI: 0.44-0.79) and overall health (PR = 0.57; 95% CI: 0.33-0.97). Some associations were sex specific. The largely null findings of this study underscore the need for further research that incorporates information regarding the extent and quality of preschool exposure when evaluating the developmental benefits of preschool on a national level.

Teaching emotion regulation in schools: Translating research into practice with the RULER approach to social and emotional learning.

Emotion regulation skills are critical to young children's school readiness and later academic achievement, as well as educators' efficacy, stress, and job satisfaction. In this article, we demonstrate how the science of emotion regulation can be translated into practical steps for educating teachers and students in schools. We begin with the crucial role of supporting educators in developing their own emotion regulation skills. We also discuss concrete and accessible tools that can be used to support both educators' own skill development and that of their students. We demonstrate how educators can integrate the teaching of emotion regulation through direct instruction, its integration into existing curricula, and daily practices and routines. The examples we provide are part of RULER, an evidence-based, whole school approach to social and emotional learning (SEL) that was developed at the Yale Center for Emotional Intelligence. RULER is grounded in the theory of emotional intelligence, which emphasizes the critical role of emotion regulation in healthy development. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

The Intersection of Health and Education to Address School Readiness of All Children.

Children who enter kindergarten healthy and ready to learn are more likely to succeed academically. Children at the highest risk for not being ready for school live in poverty and/or with chronic health conditions. High-quality early childhood education (ECE) programs can be used to help kids be ready for school; however, the United States lacks a comprehensive ECE system, with only half of 3- and 4-year-olds being enrolled in preschool, lagging behind 28 high-income countries. As addressing social determinants of health gains prominence in pediatric training and practice, there is increasing interest in addressing ECE disparities. Unfortunately, evidence is lacking for clinically based, early educational interventions. New interventions are being developed asynchronously in pediatrics and education, often without knowledge of the evidence base in the other's literature. In this State-of-the-Art Review, we synthesize the relevant work from the field of education (searchable through the Education Resources Information Center, also known as the "PubMed" of education), combining it with relevant literature in PubMed, to align the fields of pediatrics and education to promote this timely transdisciplinary work. First, we review the education literature to understand the current US achievement gap. Next, we provide an update on the impact of child health on school readiness and explore emerging solutions in education and pediatrics. Finally, we discuss next steps for future transdisciplinary work between the fields of education and pediatrics to improve the health and school readiness of young children.

Head, Toes, Knees, SKIP! Improving Preschool Children's Executive Function Through a Motor Competence Intervention.

Executive function skills play a critical role in school readiness for young children and can be improved through targeted intervention. However, children in preschool often experience deficits in multiple developmental domains. Thus, there is a need for integrated interventions that target multiple domains in concert. This study tested whether a proven gross motor skill intervention, Successful Kinesthetic Instruction for Preschoolers (SKIP), also improves preschoolers' executive function. Participants were randomly assigned to either intervention (n = 50) or control (n = 57) conditions. Prior to intervention, executive function and gross motor skills were tested. Intervention occurred for 6 weeks with 30-min sessions twice weekly (dose = 360min). At posttest, participants in the SKIP condition showed significantly better gross motor and executive function skills than control participants. Results are the first to document the effectiveness of the SKIP intervention in also improving children's executive function.

Effects of child care subsidy on school readiness of young children with or at-risk for special needs

Children with special needs are now a population of special interest under federal child care policy. Findings on the effects of child care subsidy for the general population are mixed, but no studies have considered the effects for children with or at-risk for special needs. The purpose of this study was to ascertain the average effects of child care subsidies on school readiness of children with or at-risk for special needs. Using data for 1250 participants in the Early Childhood Longitudinal Study–Birth Cohort, we applied propensity score matching and regression analyses to estimate subsidy’s effects on kindergarten academic and behavioral competencies of children with or at-risk for special needs who came from low-income families. Results indicated that for the average recipient, subsidized child care had significant negative effects on early literacy (d = 0.21) and numeracy (d = 0.18), and no significant effects on communication, impulsivity, hyperactivity, and prosocial behavior. These findings add to a growing number of largescale analyses showing negative or null effects of subsidized care on early childhood outcomes and highlight the need for continued attention to the appropriateness and effectiveness of subsidized child care, particularly for children with or at-risk for special needs.

Extracurricular participation and young children's outcomes in Hong Kong: Maternal involvement as a moderator

In Hong Kong's competitive society, most children take part in extracurricular activities (ECAs) before or after school. Early childhood lays the foundation for development of intelligence, personality, social behaviour and learning capacity, and ECAs can, therefore, be expected to enrich a child's learning experience. But there has been relatively little research on the effects of extracurricular participation on young children. This study examines the relations between extracurricular participation and young children's school readiness and psychosocial outcomes in a Chinese cultural context. Sixty-four Hong Kong upper kindergarten class children (aged five years and two months to six years and ten months old), their mothers and class teachers participated in a quantitative study where parent, teacher and child reports were collected. The results showed that children's extracurricular participation was positively associated with better school readiness and social competence and negatively associated with a child's liking of ECAs. The level of extracurricular participation was defined as the number of ECAs a child has been participating in during the month that the study was conducted. This was a pioneering study that found maternal involvement moderated the association between the number of ECAs and a child's school readiness and cognitive competence. In general, children from family with low maternal involvement were more likely to benefit from their participation in a higher number of ECAs. The results from this study will inform educators, parents and policymakers and are intended to inspire further research exploring ECAs and early childhood.

Expanding Early Literacy Services: A Quick Bibliography of Resources

Public service to families with small children has long been a traditional and respected role of public libraries. Storytimes for preschool children and collections of books for that age level have been mainstays in public library youth services since the 1940s.However, in recent years, public libraries have moved beyond their role as resource providers, becoming, in addition, centers for early literacy education. Public libraries now provide intentionally focused storytime experiences, physical space and activities that support early literacy development, educational programming and interactions for adult caregivers, and outreach programming for high-needs families to ensure school readiness for young children.

Family support and gains in school readiness: A longitudinal study.

Traditional measures of school readiness are labour-intensive and do not assess family support. The current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers' ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness. Five hundred and seventy-eight children (270 boys; 74.2% White British) were included at Time 1 aged 2.58-5.84years (Mage =3.98years, SD=0.66). Teachers and nursery workers completed BESSI questionnaires for each participant on two occasions separated by 6months. The four latent factors of the BESSI (i.e., Behavioural Adjustment, Language and Cognition, Daily Living Skills and Family Support) exhibited longitudinal measurement invariance and individual differences in ratings on each factor showed strong stability over time. BESSI ratings were also sensitive to improvements over time. Auto-regressive models showed that family support and family income (as measured by eligibility for pupil premium support) at Time 1 each uniquely predicted child outcomes at Time 2. These findings highlight the importance of family contexts for children's school readiness.

Cost effectiveness of a school readiness intervention for foster children

ObjectiveMany young children in foster care suffer from emotional and behavior problems due to neglect and abuse. These problems can lead to difficulties in school, and functioning in school is linked to long-term health and development. Early intervention to reduce emotional and behavioral issues can help children successfully transition to school, which can improve long-term outcomes. However, communities need information on relative costs and benefits associated with programs to make informed choices. The objective of this study was to assess cost effectiveness, over 12months, of the Kids in Transition to School (KITS) intervention compared to usual services available to children in a foster care control group (FCC). MethodRandomized controlled trial of 192 children in foster care entering kindergarten who were randomized to KITS (n=102) or FCC (n=90). KITS includes school readiness groups and parent training over 4months. Main outcomes were days free from internalizing symptoms (IFD), days free from externalizing behavior (EFD), intervention costs, public agency costs, and incremental cost effectiveness. ResultsKITS significantly increased IFD and EFD compared to FCC. Average total cost of the intervention was $932 per family. The intervention did not significantly impact usual services. Average incremental cost effectiveness was $64 per IFD and $63 per EFD. ConclusionsThe cost of KITS is comparable to, or less than, similar programs, and the intervention is likely to provide significant emotional and behavioral benefit and improvement in school readiness for young children in foster care.

Impacts of the Boston prekindergarten program on the school readiness of young children with special needs.

Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and mathematics curricula with coaching-on the language, literacy, mathematics, executive function, and emotional skills of young children with special needs (N = 242). Children with special needs benefitted from the program in all examined domains. Effects were on par with or surpassed those of their typically developing peers. Results are discussed in the context of their relevance for policy, practice, and theory. (PsycINFO Database Record

Interventions for Increasing Academic School Readiness of Young Children with Developmental Delays in Korea: A Systematic Review

Interventions for Increasing Academic School Readiness of Young Children with Developmental Delays in Korea: A Systematic Review

Supplemental Material for Impacts of the Boston Prekindergarten Program on the School Readiness of Young Children With Special Needs

Supplemental Material for Impacts of the Boston Prekindergarten Program on the School Readiness of Young Children With Special Needs