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Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills.
Child Dev 2013 Nov-Dec; 84(6):2112-30CD

Abstract

Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways.

Authors+Show Affiliations

Harvard Graduate School of Education.No affiliation info available

Pub Type(s)

Journal Article
Research Support, Non-U.S. Gov't

Language

eng

PubMed ID

23534487

Citation

Weiland, Christina, and Hirokazu Yoshikawa. "Impacts of a Prekindergarten Program On Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills." Child Development, vol. 84, no. 6, 2013, pp. 2112-30.
Weiland C, Yoshikawa H. Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. Child Dev. 2013;84(6):2112-30.
Weiland, C., & Yoshikawa, H. (2013). Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. Child Development, 84(6), pp. 2112-30. doi:10.1111/cdev.12099.
Weiland C, Yoshikawa H. Impacts of a Prekindergarten Program On Children's Mathematics, Language, Literacy, Executive Function, and Emotional Skills. Child Dev. 2013;84(6):2112-30. PubMed PMID: 23534487.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. AU - Weiland,Christina, AU - Yoshikawa,Hirokazu, Y1 - 2013/03/27/ PY - 2013/3/29/entrez PY - 2013/3/29/pubmed PY - 2014/6/13/medline SP - 2112 EP - 30 JF - Child development JO - Child Dev VL - 84 IS - 6 N2 - Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways. SN - 1467-8624 UR - https://www.unboundmedicine.com/medline/citation/23534487/Impacts_of_a_prekindergarten_program_on_children's_mathematics_language_literacy_executive_function_and_emotional_skills_ L2 - https://doi.org/10.1111/cdev.12099 DB - PRIME DP - Unbound Medicine ER -