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Differences between Pre-K and Kindergarten Classroom Experiences: Do They Predict Children's Social-Emotional Skills and Self-Regulation across the Transition to Kindergarten?
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Virginia E. Vitiello; Tutrang Nguyen; Erik Ruzek; Robert C. Pianta; Jessica Vick Whittaker – Grantee Submission, 2022
Continuity of pre-k and kindergarten classroom experiences is a key area of interest for early childhood researchers interested in supporting public pre-k children's development over time. To advance the empirical evidence on this topic, this study examined whether differences in classroom experiences as children transition from pre-k to…
Descriptors: Kindergarten, Social Emotional Learning, Child Development, Teacher Student Relationship
Differences between Pre-K and Kindergarten Contexts and Achievement across the Kindergarten Transition
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Virginia E. Vitiello; Tutrang Nguyen; Erik Ruzek; Robert C. Pianta; Jessica Vick Whittaker – Grantee Submission, 2022
Experiencing large differences between pre-k and kindergarten classroom contexts may affect children's academic development as they start school. This study examined differences between classroom contexts in pre-k and kindergarten (teacher-child interactions, time on academic content, and academic rigor) and associations with literacy, language,…
Descriptors: Preschool Education, Kindergarten, Achievement Gains, Learning Readiness