Support School Readiness Research Articles

Unlocking the forest: An ethnographic evaluation of Forest Schools on developmental outcomes for 3-year-olds unaccustomed to woodland spaces.

Early years experiences shape a child's physical, cognitive and emotional development. Spending time in greenspaces offers benefits for children's development, but access and use can be limited in urban settings. There is increasing interest in the health and developmental benefits of Forest Schools for primary-aged children, but little is known about the benefits for pre-school children. This study aims to identify these and explore the processes and activities associated with a Forest School intervention for early years children that may influence outcomes. This paper reports on an ethnographic approach involving 65 hours of observations with two cohorts of 10 3-year-olds attending 11 weekly Forest School sessions in an urban setting. The children attending had little or no previous experience of natural spaces. 14 in-depth interviews were conducted with parents, and nursery and Forest School staff. The data were analysed using thematic analysis, and outcomes were identified using the Early Years Foundation Stage Statutory Framework. Despite logistical challenges, the intervention benefitted age-specific health and development outcomes, particularly personal, socio- and emotional development, verbal communication, and mathematics. Unexpected benefits were observed among nursery staff and parents attending Forest School. Forest Schools are a promising and feasible method to improve nature connectedness and development in children aged 3 years and support school readiness. The maintenance and protection of urban woodland spaces are paramount to facilitate this.

Supporting School Readiness in Pediatric Primary Care: The Importance of Both Screening and Developmental Promotion

Supporting School Readiness in Pediatric Primary Care: The Importance of Both Screening and Developmental Promotion

Investigating positive reading trajectories among children who experienced out-of-home care

BackgroundChildren who experience out-of-home care (OOHC) often have low academic achievement which subsequently negatively affects their adult life outcomes, yet a smaller proportion succeed in spite of adversity. Scant research has examined the trajectories of children who achieve well in school and factors associated with positive educational outcomes. Objectives(1) Describe the reading trajectories from Year 3 to Year 7 of school of children who experienced OOHC, with a focus on higher achievement and improving trajectories. (2) Identify child, carer and placement characteristics plus supports and services associated with positive reading trajectories among children who have experienced OOHC. Participants and settingThe study included 325 children from the Pathways of Care Longitudinal Study (POCLS) in New South Wales, Australia. MethodsThe POCLS is a prospective cohort study including linked survey data and administrative child protection and education data. Group based trajectory modeling (GBTM) was used to identify and describe common trajectories of reading achievement. Multinomial logistic regression was used to identify factors associated with different reading trajectories. ResultsGBTM revealed three reading trajectories among non-Aboriginal children, and two among Aboriginal children. A high achieving group (12% of non-Aboriginal children) were the only trajectory group to maintain their level of achievement across the study. Improving achievement was rare, while falling behind over time was common across achievement levels. ConclusionsResults point to the need for early intervention supporting school readiness and catch-up growth, with ongoing interventions for children who experience OOHC to prevent declining student outcomes across achievement levels and extend talented students.

Teachers’ Strategies in Supporting School Readiness and Transition to Primary School after Pandemic Era

According to some early childhood education experts, a child is ready for school if they have the specific information and abilities they need to do so. They define readiness in this sense as a state that must be achieved before studying at school. Previous research has linked sustained academic performance across life to preparation for school. In this study, the researchers examined the strategies used by kindergarten teachers to support children's school readiness and transition to elementary school after the pandemic. Specifically, this research aims to find out the learning strategies implemented by kindergarten teachers when children return to school. Focus Group Discussions (FGD) for nineteen kindergarten teachers were used by researchers to collect narrative data, which was then studied using thematic analysis. Based on the results of qualitative data, researchers obtained information about various strategies implemented by teachers and the challenges they faced when accompanying children to learn. It is expected that the results of this research will provide enlightenment for early childhood teachers in general about the various strategies that need to be implemented to motivate children to learn so that they are ready for school and have a successful transition to elementary school. Keywords: early childhood, kindergarten teachers‘ strategy, school readiness, transition to elementary school

Investigating the Impact of a Motor Program on Preschoolers With Disabilities

A semistructured preschool motor program was developed in response to the paucity of evidence-based motor programs for preschoolers with disabilities in inclusive classrooms. A randomized controlled trial (RCT) was undertaken to examine the impact of the CHildren in Action: Motor Program for PreschoolerS (CHAMPPS), a 21-week intervention that includes 42 Universal Design for Learning–embedded lessons with suggestions for supporting school readiness skills. Eight intervention and 8 control classrooms across 2 states participated in the RCT. Data on 51 children with disabilities provide initial evidence on how CHAMPPS positively impacted children's active engagement, motor, and social development. The promising results include gains in motor skills, sustained physical activity levels during motor play, increased on-task behavior, and high feasibility and usability ratings by teachers. Implications for practice and future research are discussed.

Response to intervention services for preschool children with developmental language disorder: Opinions of school and health care service professionals and managers

Background. Children with developmental language disorder (DLD) are less prepared for school than typically developing children and are therefore at risk for academic, social, and behavioral difficulties when they enter school. To support these children, early family-centered intervention is recommended. However, access to effective care remains an issue. Researchers have therefore suggested to reconsider the place of individual specialized intervention within a broader systemic response to intervention (RTI) framework. The aim of this study is to explore the opinions of professionals and managers working with children aged 0–5 with language difficulties on strategies to better support their school readiness. Specifically, it explores the facilitators and barriers to school readiness in children with DLD as well as strategies to better prepare them for school. Finally, it examines how an RTI model can provide a framework for services to preschool children with DLD. Methods. Two focus groups were conducted with 15 professionals and managers in the health care and school systems in the province of Quebec (Canada). The interviews were analyzed using an analytical questioning strategy. Results. Five key elements in service delivery were deemed essential in supporting school readiness of children with language difficulties: (1) maximizing community initiatives, (2) training and supporting partners, (3) supporting change in practice, (4) offering flexible services adapted to children's needs, and (5) implementing mechanisms to ensure service continuity and information transfer between agencies. These key elements are conceptualized within the RTI model. Conclusion. The five key elements identified in this study should be part of an intervention model in order to optimize service organization and better support school readiness for children with DLD.

Supporting School Readiness by Bolstering Parents’ Perceived Social Norms

Supporting School Readiness by Bolstering Parents’ Perceived Social Norms

Learning Alignment of School Readiness in One-Year Early Childhood Education Student to first grade of Elementary School

This study aims to analyze teachers' perceptions and expectations about school readiness, learning strategies and the alignment of in One-Year Early Childhood Education Students to first grade of Elementary School. This research utilized a qualitative research with multiple case study research type. The data collection was done through interviews, observation and documentation. Then, the data of this study was analyzed using individual and cross-case data analysis using the Miles & Huberman model, namely data collection, data presentation, data reduction, conclusions and verification. The results of the study showed that: 1) teacher's perceived readiness for school is the various abilities of students covering six aspects of children's development and self-regulation, age adequacy and adequacy of motivation and interest in learning; 2) learning strategies for school readiness using thematic and scientific approaches and differentiated learning models; 3) the learning environment to support school readiness is classical and interesting class arrangements, 4) the alignment of learning between both of them is in harmony with material and methods by making it happen through collaboration between early childhood education and elementary school and students’ parents.

“Literacy is everywhere!”: using digital technology to broaden how parents view the home literacy environment

Parent–child engagement in constrained (e.g., learning alphabet letters or sounds) and unconstrained (e.g., storytelling, defining words) literacy activities are central components of the home literacy environment. Unconstrained activities are particularly important for children’s oral language and support school readiness. Yet, many parents do not recognize that unconstrained activities can promote learning. This study examines whether an immersive tool can help parents recognize the importance of unconstrained activities and how to embed learning into everyday home routines. N = 76 middle- to lower-income parents of three-year-old children were randomly assigned to a control condition or immersive “literacy scavenger hunt” where they self-explored opportunities to engage in unconstrained activities within everyday routines. The scavenger hunt was associated with an increase in parents’ endorsement of unconstrained activities and verbal communication within parent–child interactions. Results are discussed in terms of intervention approaches that build adult capacity around supporting children’s early literacy.

Self-regulation and early writing: A longitudinal examination from preschool through first grade

Previous research has established the important role of self-regulation in supporting school readiness and academic learning. However, most of the research has not included examinations of the relation between early writing and self-regulation, although writing is an academic skill that also contributes to school readiness. Therefore, the purpose of this study was to explore the associations between self-regulation and early writing as children transitioned from preschool to first grade. Two groups of children were followed longitudinally. Group 1 (n = 171) was followed from preschool to kindergarten to Grade 1, and Group 2 (n = 196) was followed from a first year of preschool (Preschool 1) to a second year of preschool (Preschool 2) to kindergarten. Writing assessments included tasks at the word, sentence, and discourse levels. Self-regulation was measured using the Heads–Toes–Knees–Shoulders task. Writing and self-regulation were stable across the early years. Writing achievement was concurrently related to and significantly predicted later self-regulation. Self-regulation was concurrently associated with writing achievement but did not predict later writing achievement. Structural equation modeling results indicated that writing was a significant predictor of longitudinal change in self-regulation from preschool to kindergarten. The bidirectional relations between self-regulation and writing achievement were not supported by the data. Implications of the findings and future directions are discussed, including the effect of task demands in understanding relations between self-regulation and academic skills.

Exploring Topics and Genres in Storytime Books: A Text Mining Approach

Objective – While storytime programs for preschool children are offered in nearly all public libraries in the United States, little is known about the books librarians use in these programs. This study employed text analysis to explore topics and genres of books recommended for public library storytime programs. Methods – In the study, the researchers randomly selected 429 children books recommended for preschool storytime programs. Two corpuses of text were extracted from the titles, abstracts, and subject terms from bibliographic data. Multiple text mining methods were employed to investigate the content of the selected books, including term frequency, bi-gram analysis, topic modeling, and sentiment analysis. Results – The findings revealed popular topics in storytime books, including animals/creatures, color, alphabet, nature, movements, families, friends, and others. The analysis of bibliographic data described various genres and formats of storytime books, such as juvenile fiction, rhymes, board books, pictorial work, poetry, folklore, and nonfiction. Sentiment analysis results reveal that storytime books included a variety of words representing various dimensions of sentiment. Conclusion – The findings suggested that books recommended for storytime programs are centered around topics of interest to children that also support school readiness. In addition to selecting fictionalized stories that will support children in developing the academic concepts and socio-emotional skills necessary for later success, librarians should also be mindful of integrating informational texts into storytime programs.

Services for Preschool Children in School Libraries: A Call to Action

The quality of learning environments and interactions in the first years of life set the stage for school success and have lasting impacts on mental and physical health and wellbeing across the lifespan, and even life expectancy (Wong, Odom, Hume, Cox, Fettig, et al, 2014; Reynolds et al., 2011). Libraries are positioned to provide rich learning opportunities for young children and their caregivers (Institute of Museum and Library Services, 2013, 2015; Urban Libraries Council, 2007). Library programs for young children, offered in nearly all public libraries in the United States support school readiness and educate parents about meaningful ways to interact with their children (Becker, 2012; Burger & Landerholm, 1991; Cahill, Joo, & Campana, 2019; Campana et al., 2016; de Vries, 2008; McKechnie, 2006; Mills et al., 2018; Smardo, 1984; Williams, 1998), but it is unclear what, if any, programs are offered for young children and their families through school libraries.

Promoting EF With Preschool Interventions: Lessons Learned From 15 Years of Conducting Large-Scale Studies

In the past two decades, a growing number of early childhood interventions that aim to improve school readiness have also targeted children's executive function (EF), building on the theory that promoting EF skills in preschool may play a key role in reducing the substantial gaps in school readiness and later achievement associated with family income. Despite the expansion of school readiness interventions across preschool, research evidence is mixed regarding what works to promote EF development and the impact of these interventions on children's EF skills, and subsequently, their academic and behavioral outcomes. This paper reviews four intervention approaches designed to support school readiness that may also improve children's EF skills by: (a) encouraging adaptive classroom behaviors, (b) improving social-emotional learning, (c) promoting play and direct training of EF skills, and (d) improving cognitive skills related to EF. We describe program effects from rigorous trials testing these approaches, including summarizing the takeaways from four large-scale intervention research studies conducted by the authors, involving over 5,000 children. We conclude by exploring open questions for the field and future directions for research and intervention program development and refinement.

Supporting School Readiness Through Librarian-Child Interactions in Public Library Storytimes: An Analysis of Assessment Scores and Influential Factors

A recent trend in public libraries′ children’s services emphasizes the role of promoting school readiness. In order to gain a deeper understanding of the school readiness efforts present in storytime programs, this study observed and scored 68 public library preschool storytime sessions presented by 35 storytime providers across three states using the CLASS (Classroom Assessment Scoring System) measure. The CLASS evaluates adult-child interactions in learning environments within three domains related to positive outcomes in children’s school readiness: emotional support, classroom organization, and instructional support. Additionally, the study examined whether differences among CLASS scores were influenced by the population density of the library community, the storytime provider’s degree status and educational level, the provider’s prior teaching experience, the provider’s years of experience in children’s services, and the number of children participating in the storytime session. Results revealed that storytime providers score well in the CLASS’s emotional support and classroom organization dimensions but have room for improvement in the content-focused instructional support domain. Of the factors examined, only years of experience in children’s services was found to influence a provider’s CLASS score. These findings suggest that professional development programs should focus on preparing librarians to teach and model school readiness skills during storytime.

Using a multidimensional model of attention to predict low-income preschoolers' early academic skills across time.

The current study examines the organization of attention skills across the preschool year before kindergarten, and tests how distinct attention subcomponents predict early academic skills in a sample of low-income children (n=99). Children completed well-validated attention tasks in fall at 4.5 years old and spring at 5 years old, capturing the abilities to selectively focus, sustain attention, and employ executive control. Exploratory factor analyses at both time points support a 2-factor model differentiating selective and sustained attention from attention processing speed and executive attention, suggesting that attention in low-income preschoolers may have a simpler organization than the 3-factor structure found in adulthood. Multiple regression models find children's ability to selectively focus and sustain attention serves as a robust concurrent and longitudinal predictor of academic skills. These results highlight the role of selective and sustained attention processes in supporting school readiness for economically vulnerable children.

As Easy as 1, 2, 3: Exploring Early Math in Public Library Storytimes

Public library storytimes are recognized as early literacy environments for young children and research has demonstrated their early literacy impact for children who attend. While storytimes hold on to their identity as early literacy environments, storytime providers have moved beyond early literacy by placing a broader focus on school readiness skills. In working to understand the knowledge and skills that constitute school readiness, researchers found that early math skills are the strongest predictor for later school achievement. Therefore, to support school readiness effectively, storytime providers should focus on supporting early math skills in their storytimes through play-based methods. This study was designed to provide insight into the early math environment provided by public library storytimes. The results reveal that storytimes are providing a play-based, early math environment in which children are exhibiting early math behaviors, suggesting that storytimes are supporting early learning more broadly and helping to prepare children for school.

Libraries at the Table for Kindergarten Readiness: Experiences and Tools to Grow On

“The training I received from PLYMC’s Kindergarten Readiness Workshop didn’t simply help me to understand the number of ways our libraries are striving to support school readiness, it enabled me to effectively communicate with and engage parents and caregivers as to how they can be active participants in this endeavor as well. The workshop group activities created a dialogue that allowed me to internalize what we learned from the assigned readings by coming up with and discussing the different ways learning domains can be implemented in practice.”—Marnie Alvarez, Readers’ Services Librarian, Main LibraryThe growth articulated here is the result of the Public Library of Youngstown and Mahoning County’s (PLYMC) Kindergarten Readiness Initiative. Mahoning County (OH) has a long history of supporting early literacy. After reviewing kindergarten readiness assessment results for our county, we realized we could strengthen our value in the community by articulating how we support all school readiness domains and look for ways to increase support to families who most need kindergarten readiness support.

What you say, and how you say it: Preschoolers' growth in vocabulary and communication skills differentially predict kindergarten academic achievement and self-regulation.

The idea that language skills support school readiness, predicting later self-regulation and academic success, is widely accepted. Although vocabulary is often emphasized in the developmental literature, the ability to use language appropriately in the classroom, or social communication skills, may also be critical. This paper examined longitudinal contributions of children's vocabulary and social communication skills, from preschool to kindergarten, to kindergarten academic achievement (reading and math) and self-regulation (executive functions and learning behaviors). Participants were 164 children (14% Latinx, 30% Black, 56% White; 57% girls) enrolled in Head Start programs. Results revealed that initial levels and growth in vocabulary and communication skills predicted better academic achievement. Social communication skills uniquely predicted self-regulation, after accounting for vocabulary. We discuss potential mechanisms for these links and recommend that strategies to build social communication skills be incorporated in preschool interventions promoting school readiness.

Benefits of Behavioral Self-regulation in the Context of High Classroom Quality for Preschoolers’ Mathematics

ABSTRACTResearch Findings: The aim of the current study was to examine the extent to which the effects of preschool classroom quality on children’s mathematics is moderated by executive functioning (EF) during the preschool year. The study sample included 102 children (M age = 53.57 months [SD = 5.42]; 49% male) and one of their parents recruited from 26 Head Start or center- and community-based preschools. Results from main effects analyses indicated that one indicator of quality, emotional support, was significantly associated with children’s mathematics skills. Further, interactions between the quality domains and EF were significant, indicating that children with higher levels of EF benefited substantially more in terms of their mathematics skills if they were in classrooms with higher quality. Practice or Policy: These findings have implications for intervention work designed to support school readiness and for policies regarding the provision of high quality early care and education.

Tipping the scales: overcoming obstacles to support school readiness for all in low- and middle-income countries

ABSTRACT Despite evidence for the substantial benefits of school readiness among children in low- and middle-income countries (LMICs), most lack access to any pre-primary education at all, let alone high- quality preprimary education. In this article, we discuss obstacles and example of solutions to providing universal access to high-quality preprimary education in LMICs. We address (1) the need for a vision among policymakers, educators and families of what high-quality preprimary education should look like and how it could be provided in their context, and the motivation to make the vision a reality; (2) human resources, including motivated, skilled and qualified teachers as the center of a broad support system at national, regional and local levels; (3) material resources and infrastructure, including culturally appropriate play materials and child-friendly spaces; and (4) stable financing that allows for flexible adaptations of the model to different local contexts. For each element, we provide examples of these challenges and how they can be addressed, with a geographical focus on West Africa, the Middle East, Southern and Eastern Asia.