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Children’s Classroom Engagement and School Readiness Gains in Prekindergarten
Author(s) -
Chien Nina C.,
Howes Carollee,
Burchinal Margaret,
Pianta Robert C.,
Ritchie Sharon,
Bryant Donna M.,
Clifford Richard M.,
Early Diane M.,
Barbarin Oscar A.
Publication year - 2010
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/j.1467-8624.2010.01490.x
Subject(s) - psychology , literacy , developmental psychology , emergent literacy , preschool education , early literacy , early childhood education , mathematics education , pedagogy
Child engagement in prekindergarten classrooms was examined using 2,751 children (mean age = 4.62) enrolled in public prekindergarten programs that were part of the Multi‐State Study of Pre‐Kindergarten and the State‐Wide Early Education Programs Study. Latent class analysis was used to classify children into 4 profiles of classroom engagement: free play, individual instruction, group instruction, and scaffolded learning . Free play children exhibited smaller gains across the prekindergarten year on indicators of language/literacy and mathematics compared to other children. Individual instruction children made greater gains than other children on the Woodcock Johnson Applied Problems. Poor children in the individual instruction profile fared better than nonpoor children in that profile; in all other snapshot profiles, poor children fared worse than nonpoor children.