More than teacher directed or child initiated: Preschool curriculum type, parent involvement, and children's outcomes in the child-parent centers.

Abstract

This study investigated the contributions of curriculum approach and parent involvement to the short- and long-term effects of preschool participation in the Title I Chicago Child-Parent Centers. Data came from the complete cohort of 989 low-income children (93% African American) in the Chicago Longitudinal Study, who attended preschool in the 20 Child-Parent Centers in 1983-1985 and kindergarten in 1985-1986. We found that implementation of an instructional approach rated high by Head Teachers in teacher-directed and child-initiated activities was most consistently associated with children’s outcomes, including school readiness at kindergarten entry, reading achievement in third and eighth grades, and avoidance of grade retention. Parent involvement in school activities, as rated by teachers and by parents, was independently associated with child outcomes from school readiness at kindergarten entry to eighth grade reading achievement and grade retention above and beyond the influence of curriculum approach. Findings indicate that instructional approaches that blend a teacher-directed focus with child-initiated activities and parental school involvement are origins of the long-term effects of participation in the Child-Parent Centers.

The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten

“…One reason for this is that, in the scoring of the ECCOM, child-centered classrooms tend to be operationalized on the assumption that a positive emotional climate prevails, while teacher-directed classrooms tend to be operationalized on the assumption that a less positive emotional climate prevails. Nonetheless, Stipek (Stipek et al, 1995) noted that, although child-centered practices tend to lead to a higher level of motivation among children, teacher-directed practices might contribute positively to children's skill development (see also, Connor et al, 2005;Graue et al, 2004). Finally, the present study was carried out in educational settings within a single country, Finland.…”

“…A few years ago, Graue, Clements, Reynolds, and Niles (2004) found that preschool programs that were high in teacher-directed instruction in specific content areas, while being high in child-centered instruction in other areas of teaching, showed more positive shortand long-term academic and social outcomes in children's development than did practices that emphasized one approach over the other, or that emphasized neither of these two methods. An observation study by Connor et al (2005) supports this view, showing that children whose teachers were ''warmer'' and more responsive in their teaching approach (as in child-centered practices), while also spending more time on academic activities (as in teacher-directed practices), demonstrated stronger vocabulary and basic reading skills at the end of the 1st grade.…”

Quality of language and literacy instruction in preschool classrooms serving at-risk pupils

“…Studies that have examined the quality of language and literacy activities in preschool classrooms have shown these to be quite variable, including characteristics of teacher-child conversations and the way in which teachers read books with children during small-and large-group sessions (Dickinson & Sprague, 2002;Girolametto, Hoaken, Weitzman, & van Lieshout, 2000;Graue, Clements, Reynolds, & Niles, 2004;La Paro et al, 2004;McGill-Franzen, Lanford, & Adams, 2002). In general, ratings of preschool instruction are moderate to high when they focus on the general climate of the classroom or teacher sensitivity to students, but are low to mid range when looking at teachers' use of more explicit techniques that may promote children's concept and language development (Girolametto et al, 2000;Girolametto & Weitzman, 2002;La Paro et al, 2004).…”

Metasynthesis of Factors Contributing to Children’s Communication Development: Influence on Reading and Mathematics

“…Having peers present while reading and talking about mathematics storybooks can be advantageous because children can not only participate as active readers but also use dialogue with each other to understand mathematical vocabulary being addressed in the story [7]. By providing children with guidance and practice on how to use language for reasoning and encouraging storybook talks with peers, children can learn to use language more effectively as a tool for solving problems or discussing new concepts or vocabulary [35,36].…”