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Impacts of a Comprehensive School Readiness Curriculum for Preschool Children at Risk for Educational Difficulties
Author(s) -
Lonigan Christopher J.,
Phillips Beth M.,
Clancy Jeanine L.,
Landry Susan H.,
Swank Paul R.,
Assel Michael,
Taylor Heather B.,
Klein Alice,
Starkey Prentice,
Domitrovich Celene E.,
Eisenberg Nancy,
Villiers Jill,
Villiers Peter,
Barnes Marcia
Publication year - 2015
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12460
Subject(s) - psychology , curriculum , preschool education , developmental psychology , child development , medical education , pedagogy , mathematics education , medicine
This article reports findings from a cluster‐randomized study of an integrated literacy‐ and math‐focused preschool curriculum, comparing versions with and without an explicit socioemotional lesson component to a business‐as‐usual condition. Participants included 110 classroom teachers from randomized classrooms and approximately eight students from each classroom ( N = 760) who averaged 4.48 ( SD = 0.44) years of age at the start of the school year. There were positive impacts of the two versions of the curriculum on language, phonological awareness, math, and socioemotional outcomes, but there were no added benefits to academic or socioemotional outcomes for the children receiving explicit socioemotional instruction. Results are discussed with relevance to early childhood theory, policy, and goals of closing the school readiness gap.