Factors Associated with Kindergarten Readiness in Early Literacy Skills, Mathematical Knowledge, and Social Foundations: An HLM Approach

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2024-09-06 DOI:10.1007/s10643-024-01744-3

Xumei Fan, Leigh Kale D’Amico, Janice Kilburn, Alexis Jones, Chelsea Richard, Lauren Zollars, Sommer Garrett, D’Arion Johnston

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Abstract

Kindergarten readiness plays a very important role in children’s later school success. This study investigated factors associated with kindergarten readiness in early literacy skills, mathematical knowledge, and social foundations using a hierarchical linear modelling (HLM) approach. Assessment data of 617 kindergarteners (Aged 5) in 30 classrooms nested within 28 elementary schools in one state in the southeastern United States were analyzed. Participation in a kindergarten transition program, attendance in a Pre-K program, and family engagement were positively associated with children’s readiness in all three domains. Interaction effects between school-level factors (i.e., poverty, ranking) and child-level factors (i.e., Pre-K program attendance) on children’s performance in early literacy skills were identified. The findings can be used to inform the design and implementation of transition programs as well as policymaking in early education and development. We recommend that policymakers should consider targeting resources to rural, high-poverty, and underinvested communities to promote equitable access to high-quality programs that support children and their families.

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与幼儿园早期读写能力、数学知识和社会基础相关的因素：HLM 方法

幼儿园入学准备对儿童日后的学业成功起着非常重要的作用。本研究采用分层线性建模（HLM）方法，调查了与幼儿园早期读写能力、数学知识和社会基础相关的因素。研究分析了美国东南部一个州 28 所小学中 30 个班级的 617 名幼儿园学生（5 岁）的评估数据。参与幼儿园过渡项目、参加学前班项目和家庭参与与儿童在所有三个领域的准备程度均呈正相关。研究发现，学校层面的因素（即贫困、排名）和儿童层面的因素（即学前班课程的参加率）对儿童早期识字技能的表现具有交互作用。研究结果可为过渡项目的设计和实施以及早期教育和发展的政策制定提供参考。我们建议政策制定者应考虑将资源用于农村、高贫困率和投资不足的社区，以促进公平获得支持儿童及其家庭的高质量计划。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field