Bell, E. R., Greenfield, D. B., Bulotsky-Shearer, R. J., & Carter, T. M. (2016). Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start. Journal of Educational Psychology , 108 (5), 740.
In this article, the author focuses on identifying the impact that peer-play influences have on academic readiness for children enrolled in prekindergarten programs. Fundamentally, the research centers on the impact of Head Start as a pre-k program that alleviates the adverse effects of poverty in young children before commencing on their formal education. The researcher identifies peer play as conducts of children in Head Start programs defined by ethnic and linguistic diversity. Concerning the subject topic, the study finds that there are relationships between peer plays conducts and readiness and performances in pre-k programs. The study is relevant because it shows that allowing children to interact before enrolling for pre-k programs will give allow them to benefit from pre-k programs significantly. Peer play as a factor that influences pre-k readiness is associated with the socioemotional development of children in prekindergarten. Children who have a diverse peer interaction behavior profile can rapidly progress in skills development in pre-k programs. On the hand children who had disruptive behaviors in their interactions with peers have lower academic skills than their counterparts. This article will help argue that peer play as a factor of socioemotional development before pre-k help children benefit more from these programs.
Delegate your assignment to our experts and they will do the rest.
Brooks, C. (2016). School readiness in urban communities (Masters). Rowan University.
In this thesis, the author aimed at investigating school readiness among young children in the New Jersey Early Intervention System by connecting the research question to the contribution of race and ethnicity. The study hypothesized that introducing children to early intervention programs positively affects their readiness to commence on their school life. Also, the scholar hypothesized that race and ethnicity factors have an impact on school readiness. The findings of the study were that indeed children who were exposed to early intervention programs were better prepared to start schooling than those who did not have such an opportunity. The research shows that those children with such exposure had improved socioemotional skills which are critical for a child's readiness when starting on their education life. The author demonstrates that there is a need for a child's emotional and behavioral development to be nurtured for them to have enhanced chances for Pre-K school success. The research reveals the need for having sufficient mechanisms to build a child's capacity to establish close and personal relationships with their peers and caregivers. This research is relevant to the subject research topic because it directly involves the thematic issue. The quality of the research is also topnotch due to its diversified approach, especially since it introduces the aspect of ethnicity and race.
Calzada, E., Barajas-Gonzalez, R. G., Dawson-McClure, S., Huang, K. Y., Palamar, J., Kamboukos, D., & Brotman, L. M. (2015). Early Academic Achievement Among American Low-Income Black Students from Immigrant and Non-Immigrant Families. Prevention science: the official journal of the Society for Prevention Research , 16 (8), 1159–1168. https://doi.org/10.1007/s11121-015-0570-y
The goal of this article was to establish the preparedness of children from African American families from both immigrant and nonimmigrant categories. Principally, the study focuses on academic and socioemotional skills by examining the variance between readiness at pre-k level and achievement at in kindergarten and second grade among African American children from low-income families. According to the research, the readiness of a child from the study population is reflected in their performance in kindergarten and subsequent grades. The entry preparedness of pre-k children was not significantly affected by their immigrant status. However, nonimmigrants had a sharper decline in performance in kindergarten than their immigrant counterparts. Therefore, the study shows that African American children with an immigrant label had some significant protection against individual and social risk factors in their pre-k performance. The article concludes that children with higher externalizing challenges have a readiness deficiency regardless of their immigration status. Concerning the relevance of this research, the article will give depth to the projected topic, especially by giving pointers into how children's pre-k readiness affects their performance.
Heath, S., Bishop, D., Bloor, K., Boyle, G., Fletcher, J., & Hogben, J. et al. (2014). A Spotlight on Preschool: The Influence of Family Factors on Children’s Early Literacy Skills. Plos ONE , 9 (4), e95255. https://doi.org/10.1371/journal.pone.0095255
The focus of this study was to find a basis for improving the classification accuracy for young children at risk of literacy failure due to inadequate preschool readiness. The study builds on the previous researches that emphasized on phonological literacy, letter knowledge, ability to communicate and rapid automatized names. Concerning this, the researchers introduced the role of parents, especially concerning phonological awareness and perceived self-efficacy and intertwining them with child and family factors. The findings show that children hailing for backgrounds with high risks performed poorly than their counterparts from backgrounds with low risks. However, the study shows that the socioeconomic status of a learning institution, family background, and phonological awareness of parents significantly influenced the school readiness of pre-k children. The article is relevant to the current study area because it directly addresses the thematic area of the study topic. The research is of high quality owing because the authors based their literature several related studies that inform the gap in research.
Pekdogan, S., & Akgul, E. (2016). Preschool Children’s School Readiness. International Education Studies , 10 (1), 144. https://doi.org/10.5539/ies.v10n1p144
The focus of this article was to evaluate the viewpoint of preschool teachers on the school readiness of children. The study employed both qualitative and quantitative methodologies, thus giving the research a mixed-method outlook. The researchers established that there are specific skills that preschool children must have that are directly related to their readiness for school. Fundamentally, the research shows that maturity, social skills and ability to communicate in conjunction with a child's developmental progress have a significant impact on a child's school readiness. Further, the study explains that academic skills, ability to be attentive and literacy skills which are critical for learning purpose are influenced by prior knowledge. This article accurately and concisely provides insights into the factors that affect inform early academic readiness for Pre-K. Since the study touches on the main focus of the projected research area, one can conclude that it is of high relevance and quality. The article will be substantially used in answering the research question provided.
References
Bell, E. R., Greenfield, D. B., Bulotsky-Shearer, R. J., & Carter, T. M. (2016). Peer play as a context for identifying profiles of children and examining rates of growth in academic readiness for children enrolled in Head Start. Journal of Educational Psychology , 108 (5), 740.
Brooks, C. (2016). School readiness in urban communities (Masters). Rowan University.
Calzada, E., Barajas-Gonzalez, R. G., Dawson-McClure, S., Huang, K. Y., Palamar, J., Kamboukos, D., & Brotman, L. M. (2015). Early Academic Achievement Among American Low-Income Black Students from Immigrant and Non-Immigrant Families. Prevention science: the official journal of the Society for Prevention Research , 16 (8), 1159–1168. https://doi.org/10.1007/s11121-015-0570-y
Heath, S., Bishop, D., Bloor, K., Boyle, G., Fletcher, J., & Hogben, J. et al. (2014). A Spotlight on Preschool: The Influence of Family Factors on Children’s Early Literacy Skills. Plos ONE , 9 (4), e95255. https://doi.org/10.1371/journal.pone.0095255
Pekdogan, S., & Akgul, E. (2016). Preschool Children’s School Readiness. International Education Studies , 10 (1), 144. https://doi.org/10.5539/ies.v10n1p144
