How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms

A Meta-Analysis of Class Sizes and Ratios in Early Childhood Education Programs: Are Thresholds of Quality Associated With Greater Impacts on Cognitive, Achievement, and Socioemotional Outcomes?

“…In early education classrooms, existing data suggest about a third of children's time is spent in free choice activities and another third is spent in routine activities such as meals (Early et al, 2010). For this reason, lower child-teacher ratios, whether due to more teachers or smaller class sizes, may make it easier for teachers to interact individually with every student and monitor the classroom activity.…”

Implementation of Cooperative Learning Model in Preschool

“…According to the results of several studies conducted on this subject (Ginsburg & Golbeck, 2004;Patrick et al, 2009;Early et al, 2010), it is said that the children have the tendency to observe and think about nature and this tendency is gained during preschool period, also children's desire to learn science is higher than their desire to learn reading and writing, mathematics, art and social learning fields. Thus, learning opportunities should be correctly determined to give an effective science education to the children in preschool period (French, 2004).…”

Family income, parent education, and perceived constraints as predictors of observed program quality and parent rated program quality

“…Programs serving primarily low-income children tend to employ teachers with less education and compensate them more poorly than programs serving middle-and upper-income children, and structural indicators of quality are significantly better in programs serving upper-income children (Marshall et al, 2003;Sachs, 2000). Early et al (2010) reported that pre-kindergarten classes with lower average income-to-needs ratios of enrolled children tended to provide less stimulating learning experiences. Thus, the literature on center-based care leads to expectations for either a linear association with lower-income children in poorer-quality settings or a U shaped curve (with lowest and highest income children receiving the highest quality care).…”