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Direct linkAnsari, Arya; Zimmermann, Kathryn; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Yang, Qingqing; Ruzek, Erik A. – American Educational Research Journal, 2023
This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic…
Descriptors: Preschool Children, Kindergarten, Grade 1, Public Schools
Strauss, Lauren I.; Peterson, Matthew S.; Kidd, Julie K.; Choe, Jihyae; Lauritzen, Hans Christian; Patterson, Allyson B.; Holmberg, Courtney A.; Gallington, Debbie A.; Pasnak, Robert – Journal of Educational Research, 2020
To determine whether patterning instruction was as useful or more useful than other forms of instruction, kindergarten children (age five) were taught either patterning or early literacy or mathematics or social studies in matched sessions. Instruction was conducted in 15-minute sessions from November through mid-April. Posttests on patterning,…
Descriptors: Emergent Literacy, Mathematics Instruction, Social Studies, Kindergarten
Denham, Susanne A.; Bassett, Hideko H.; Brown, Chavaughn; Way, Erin; Steed, Jessica – Journal of Early Childhood Research, 2015
Differences in emotion knowledge by children's age, gender, and socioeconomic risk status, as well as associations of emotion knowledge with executive control, social competence, and early classroom adjustment, were investigated. On emotion knowledge, 4- and 5-year-olds scored higher than 3-year-olds, with girls showing this effect more strongly.…
Descriptors: Preschool Children, Emotional Response, Success, Age Differences
Denham, Susanne A.; Bassett, Hideko H.; Sirotkin, Yana S.; Brown, Chavaughn; Morris, Carol S. – Journal of Research in Childhood Education, 2015
The goals of this study were to evaluate (1) how specific aspects of executive control, briefly assessed, predict social competence and classroom adjustment during preschool and (2) differences between two aspects of executive control, according to child's age, socioeconomic risk status, and gender. The facets of executive control were defined as…
Descriptors: Preschool Children, Executive Function, Interpersonal Competence, Classroom Environment
Bassett, Hideko Hamada; Denham, Susanne; Wyatt, Todd M.; Warren-Khot, Heather Kiernan – Infant and Child Development, 2012
To aid in understanding preschoolers' self-regulation and refinement of measurement, we examined properties of a field-based assessment battery of preschooler's self-regulation, the Preschool Self-regulation Assessment (PSRA). The PSRA, which includes seven age-appropriate tasks that tap children's executive control, was administered to 313…
Descriptors: Preschool Children, Self Control, Executive Function, School Readiness
