The Impact of Ready Environments on Achievement in Kindergarten

The purpose of this study was to examine how young children's homes and preschool programs influence kindergarten achievement by being "ready environments." Ready environments provide opportunities for cognitive and social growth through culturally and developmentally appropriate acti...

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Bibliographic Details
Published in:Journal of research in childhood education 2005-03, Vol.19 (3), p.215-221
Main Author: Nelson, Regena Fails
Format: Article
Language:English
Subjects:
Academic Achievement
Attendance
Child Development
Children
Cognitive Ability
Cognitive Development
Developmental Stages
Education
Environment
Family Influence
Kindergarten
Language Tests
Learning Activities
Longitudinal Studies
Mathematics Achievement
Parent Participation
Parents as Teachers
Preschool children
Preschool Education
Preschool Teachers
Program Effectiveness
Questionnaires
Reading Achievement
School Readiness
Services
Social Development
Teaching Methods
Thinking Skills
Young Children
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Summary:The purpose of this study was to examine how young children's homes and preschool programs influence kindergarten achievement by being "ready environments." Ready environments provide opportunities for cognitive and social growth through culturally and developmentally appropriate activities, interactions, and materials. This study used kindergarten assessments, and parent and teacher questionnaires from the Early Childhood Longitudinal Study-Kindergarten Cohort database. Data from more than 10,000 kindergarten children were analyzed to determine if learning activities in the home and preschool attendance had an impact on young children's cognitive skills in kindergarten. The results showed that learning activities in the home had an influence on children's approaches to learning. Preschool attendance had a significant positive effect on children's reading and math achievement in kindergarten. Recommendations for how to support parents and increase preschool attendance for all children are provided.
ISSN:0256-8543
2150-2641
DOI:10.1080/02568540509595066