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Remy Pages; Tracy Payne; Herman T. Knopf – Early Childhood Education Journal, 2025
This study evaluates the effects of a weekly home-visiting parenting program designed to enhance parent-child engagement with educationally-enriching activities and its potential interaction with children's participation in state-funded preschool. Utilizing a comprehensive dataset linked across various administrative sources, we employed a…
Descriptors: Preschool Children, Preschool Education, Parent Child Relationship, Parent Education
Jasemin Can; Johanna Kiili; Mari Vuorisalo; Niina Rutanen – Scandinavian Journal of Educational Research, 2025
This article describes the interplay between age and children's resources during the transition from Finnish early childhood education and care (ECEC) to pre-primary education. We describe how age operates in the structures of ECEC during the time before the actual transition. We approach the transition to pre-primary education and the relation…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Children, Preschool Education
He Huang; Biying Hu; Timothy W. Curby; Xiaozi Gao; Bo Lv – Early Child Development and Care, 2024
This study examines the development of children's social skills during the crucial transition from kindergarten to grade school. It explores the long-term connection between parenting styles and children's social skills. This study conducted a three-year longitudinal survey involving 121 children and their parents. The results show that early…
Descriptors: Parenting Styles, Intervention, Interpersonal Competence, Foreign Countries
Virginia Vitiello; Robert Pianta; Jessica Whittaker; Arya Ansari; Margaret Burchinal – Society for Research on Educational Effectiveness, 2024
Background: Pre-k convergence refers to the tendency for the positive effects of pre-k on children's academic skills to diminish over time, observed across decades of observational and experimental studies (Ansari et al., 2020). Researchers have tested multiple mechanisms to explain convergence, with mixed results; none of the proposed mechanisms…
Descriptors: Individualized Instruction, Preschool Education, Academic Ability, Academic Achievement
Jorden Berne; Brian Jacob; Tareena Musaddiq; Anna Shapiro; Christina Weiland – Grantee Submission, 2024
Transitional kindergarten (TK) is a relatively recent entrant into the US early education landscape, combining features of public pre-K and regular kindergarten. We provide the first estimates of the impact of Michigan's TK program on third-grade test scores. Using an augmented regression discontinuity design, we find that TK improves third-grade…
Descriptors: Early Childhood Education, Scores, Kindergarten, Grade 3
Jordan S. Berne; Brian A. Jacob; Tareena Musaddiq; Anna Shapiro; Christina Weiland – Annenberg Institute for School Reform at Brown University, 2024
Transitional Kindergarten (TK) is a relatively recent entrant into the U.S. early education landscape, combining features of public pre-K and regular kindergarten. We provide the first estimates of the impact of Michigan's TK program on 3rd grade test scores. Using an augmented regression discontinuity design, we find that TK improves 3rd grade…
Descriptors: Early Childhood Education, Scores, Kindergarten, Grade 3
Stillerova, Lucia; Troxler, J. Reba; Curby, Timothy W.; Roth, Alexa – International Journal of School & Educational Psychology, 2021
Kindergarten requirements are changing across the world as early school readiness has been linked to future school success. However, smaller European countries like Slovakia often lack a research base of their own, relying instead on research in other countries, particularly the US. The purpose of this study was to understand perceptions of…
Descriptors: Foreign Countries, School Readiness, Kindergarten, Teacher Attitudes
Rhodora A. Alonzo – ProQuest LLC, 2021
The purpose of this transcendental phenomenology was to describe pre-school teachers' lived experiences embracing challenges in preparing students for kindergarten at a public school district in Mid-Atlantic State. The theory that guides this study was Vygotsky's sociocultural theory keying in on the zone of proximal development (ZPD), which…
Descriptors: Preschool Teachers, Preschool Education, Experience, Barriers
Imai-Matsumura, Kyoko; Schultz, David – Early Childhood Education Journal, 2022
The "first-grade problem" of the lack of concentration, listening, and following of instruction has been widely identified among Japanese kindergarten students. To promote their executive functioning and self-regulation to prevent this issue, we developed the Social Thinking and Academic Readiness Training (START) program. The…
Descriptors: Program Development, Self Control, Student Behavior, Kindergarten
Ford, Andrea L. B.; Hugh, Maria L.; Johnson, LeAnne D.; Young, Kelsey A. – Infants and Young Children, 2022
Current conceptualizations of process quality in early childhood education highlight a variety of global classroom indicators that directly link to improved child outcomes. This conceptualization may need to be extended, however, to facilitate more meaningful change in children's development and readiness for kindergarten. To enhance our current…
Descriptors: Program Effectiveness, Educational Quality, Child Development, School Readiness
Gobeil-Bourdeau, Jasmine; Lemelin, Jean-Pascal; Letarte, Marie-Josée; Laurent, Angélique – Early Education and Development, 2022
Research Findings: In this study, a combination of variable-oriented and person-oriented statistical analyses was used to examine the links between three temperament factors (negative affectivity, surgency/extraversion, effortful control) evaluated before entry into kindergarten and the cognitive and socioemotional dimensions of school readiness…
Descriptors: Personality Traits, Affective Behavior, School Readiness, Kindergarten
Sharae Nikole Brown – ProQuest LLC, 2022
The purpose of this qualitative, exploratory case study was to research how a high-quality, state-funded preschool program academically prepared at-risk students for kindergarten in a large public school district in southeastern Virginia. The school district has over 20 elementary schools with seven of the schools housing Virginia's high-quality,…
Descriptors: State Aid, Preschools, At Risk Students, School Readiness
Walter A. Herring; Daphna Bassok; Anita S. McGinty; Luke C. Miller; James H. Wyckoff – Educational Researcher, 2022
Federal accountability policy mandates that states administer standardized tests beginning in third grade. In turn, third-grade test scores are often viewed as a key indicator in policy and practice. Yet literacy struggles begin well before third grade, as do racial and socioeconomic disparities in children's literacy skills. Kindergarten…
Descriptors: Kindergarten, Young Children, Emergent Literacy, Reading Ability
Katri Savolainen – Environmental Education Research, 2025
There is a rapidly growing trend in Western countries to offer preschool education in nature. More information is urgently needed on whether the use of nature as a learning environment has beneficial or debilitating effects on the development of children's general school readiness skills. This study examined the differences in parent-reported…
Descriptors: Outdoor Education, Environmental Education, Preschool Education, School Readiness
Dan Goldhaber; Stephanie Liddle; Rafia Nisat – Center for Education Data & Research, 2025
Do Washington state's targeted, public preschool programs help socially vulnerable students succeed in elementary school? In this study, we explore this question by examining the state's Early Childhood Education and Assistance Program (ECEAP) and the Early Support for Infants and Toddlers (ESIT) program. Using statewide censuses of…
Descriptors: School Readiness, Kindergarten, Grade 3, Elementary School Students