The social and behavioral ecology of mixed-age and same-age preschool classrooms: A natural experiment

Winsler, Adam; Caverly, Sarah; Willson-Quayle, Angela; Carlton, Martha P.; Howell, Christina S.; Long, Grace N

doi:10.1016/s0193-3973(02)00111-9

Cited by 28 publications

(42 citation statements)

References 42 publications

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“…Relevant to the current inquiry, Moller et al (2008) found that compared to children enrolled in a same-age class, those enrolled in a mixed-age class made fewer gains in motor skills as reported by their teachers. This negative association was most pronounced for older children, which was similar to findings by Winsler et al (2002) in relation to social behaviors among 4-and 3-year-olds in mixed-age settings. Thus, more research is needed, especially for directly assessed visuomotor integration as an outcome.…”

Section: Age Rangesupporting

confidence: 85%

“…Or, older children may adopt less sophisticated approaches to play and learning to accommodate younger children and may be less likely to challenge their visuomotor skills. This possibility is supported by research showing that the behavior of 4-year-olds in mixed-age classrooms resembles the behavior of 3-year-olds in same-age classrooms (Winsler et al, 2002).…”

Section: Few Contextual Contributors To Longitudinal Improvement In Vmentioning

confidence: 89%

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What Preschool Classroom Experiences Are Associated With Whether Children Improve in Visuomotor Integration?

Byers

Cameron

et al. 2016

Early Education and Development

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Research Findings: This study examined the contribution of several classroom experience measures (classroom characteristics, teacher characteristics, and teacher-child interactions) to preschoolers' improvement in visuomotor integration. Children (N = 467) ranged in age from 3 to 5 years old and were enrolled in 115 classrooms in 5 U.S. states. Children's visuomotor integration was measured twice (on average 5.2 months apart) using the Beery-Buktenica Developmental Test of Visual-Motor Integration (visuomotor integration subtest). Hierarchical linear models controlling for background characteristics and inhibitory control showed that children improved more in visuomotor integration when they were in classrooms with fewer 3-year-olds, when their teacher had at least a bachelor's degree, and when teachers demonstrated high quality in their interactions. Practice or Policy: Visuomotor integration, and specifically the ability to copy designs with a writing utensil, is a robust indicator of children's school readiness and longitudinal achievement. U.S. preschoolers gained more on visuomotor integration in classrooms with fewer 3-year-old children that were taught by a college-educated teacher and when such classrooms provided high-quality organizational and instructional interactions. These results expand the outcomes linked to early childhood education experiences and emphasize the need for wellprepared early childhood teachers who interact with children effectively.

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Section: Age Rangesupporting

confidence: 85%

Section: Few Contextual Contributors To Longitudinal Improvement In Vmentioning

confidence: 89%

What Preschool Classroom Experiences Are Associated With Whether Children Improve in Visuomotor Integration?

Byers

Cameron

et al. 2016

Early Education and Development

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“…Child age was included in the analysis as a control variable, given that preschool classrooms in the United States may serve children as young as 3 years to as old as 5 or 6 years (e.g., Winsler et al, 2002). The following three specific research aims guided our investigation:…”

Section: The Current Studymentioning

confidence: 99%

Exploring Preschool Children's Science Content Knowledge

Guo

Piasta

Bowles

2014

Early Education and Development

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Research Findings The purpose of this study was to describe children’s science content knowledge and examine the early predictors of science content knowledge in a sample of 194 typically developing preschool children. Children’s science content knowledge was assessed in the fall (Time 1) and spring (Time 2) of the preschool year. Results showed that children exhibited significant gains in science content knowledge over the course of the preschool year. Hierarchical linear modeling results indicated that the level of maternal education (i.e., holding at least a bachelor’s degree) significantly predicted children’s Time 1 science content knowledge. Children’s cognitive, math, and language skills at Time 1 were all significant concurrent predictors of Time 1 science content knowledge. However, only Time 1 math skills significantly predicted residualized gains in science content knowledge (i.e., Time 2 scores with Time 1 scores as covariates). Practice or Policy Factors related to individual differences in young children’s science content knowledge may be important for early childhood educators to consider in their efforts to provide more support to children who may need help with science learning.

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“…However, “pre-k” does not have a standardized meaning with respect to children’s’ ECE experience because each state creates their pre-k programs independently, and, thus, the characteristics of these program vary widely across states (Gilliam & Ripple, 2004; Jenkins, 2014; Lombardi, 2003; Pianta & Howes, 2009). Some pre-k programs—such as Oklahoma’s—are recognized as very high quality and offer features such as frequent instructional interactions in subject-matter learning, teachers who are emotionally supportive of children and who are credentialed, and classroom environments that are well-organized, efficient with time management, and include developmentally appropriate learning materials (Burchinal, 1999; Mashburn et al, 2008; Phillips, Gormley, & Lowenstein, 2009; Pianta et al, 2005; Wong, Cook, Barnett, & Jung, 2008). For these reasons, the effects of any particular pre-k program cannot be generalized to state pre-k programs nationwide.…”

Section: Introductionmentioning

confidence: 99%

“…Oklahoma and Boston’s pre-k evaluations also use regression discontinuity designs based on a strict age eligibility cutoff and found large short-term improvements in early reading, writing, math skills, and executive function (ES range= .99-.36) (Gormley, 2008; Gormley & Gayer, 2005; Gormley et al, 2005; Weiland & Yoshikawa, 2013). Using a similar regression discontinuity design, studies of pre-k programs in Arkansas (Hustedt, Barnett, & Jung, 2008) and a five-state pre-k comparison found positive effects for early reading, literacy, and math skills (ES range= .23-.96) (Wong et al, 2008). …”

Section: Introductionmentioning

confidence: 99%