Literature review . Articles enclosed in PDF as well as instructions.. NO OTHER OUTSIDE SOURCES FOR LIT REVIEW just the Articles enclosed
PAGE
Running head: School Readiness and Later Achievement 1
School Readiness and Later Achievement
School Name
Course:
Date: 13th March 2013
School Readiness and Later Achievement
The linkages between school-entry academic, attention, and socioemotional skills and later school reading and math achievement suggest that math skills have the greatest predictive power, followed by reading and then attention skills (Japel, 2007). In contrast, socioemotional behaviors, including internalizing and externalizing problems and social skills, are insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior (Japel, 2007). These patterns are usually associated with boys and girls from children from low and high socioeconomic backgrounds.
Assessing “Research-Based” Curricula
Most early childhood programs are being asked to choose curricula that are “research based.” This requirement is the result of increased attention to children’s academic needs as they enter kindergarten, and has the potential of improving our delivery of curricula to young children (Japel, 2007). However, the meaning of “research based” has not been delineated. Therefore, most publishers of curricula for young children have adopted the language, and identify their programs as “research based.” A careful analysis of the underlying research of three important math curricula could help practitioners make more informed choices. This analysis will also provide a list of criteria for selection of other early childhood curricula, which will require practitioners to take a brief look at the type of research that purports to provide the research base for the curricula (Japel, 2007).
For Example, the Pre-K Mathematics is a scripted math program for four year olds. Its primary goal has been to close the gap in math achievement between low-income children and middle class children. Much research has documented this gap, which exists as children enter school and grows as children progress through school. Such kind of research demonstrates years of careful research that their curriculum can start to close this gap. Pre-K Mathematics has a clearly delineated scope and sequence. The scope and sequence is carefully connected to the development of mathematical concepts that are needed in formal math education in elementary school, concepts that low-income children often lack. The lessons are designed to be presented to very small groups of children for short periods of time. The lessons are supported with daily math activities that are plentiful in the children’s environment. These researchers have many years’ experience and long list of published research that document achievement gaps, math concept development, and demonstration projects in math achievement.
Conclusion
The research-based curricula described here have the potential to provide preschoolers with a math curriculum that can prepare them for the more structured lessons of elementary school. Most professionals agree that a curriculum is only the beginning of the process. Children also need teachers who are sensitive, responsive, and knowledgeable about development and the concepts that children need to be successful in kindergarten. Therefore, teachers who have a deep gratitude for developmentally appropriate practices can be able to employ these curricula to the advantage of the children in their classrooms.
References
Japel, Crista (2007). School Readiness and Later Achievement. Developmental Psychology., Vol. 43, No. 6, 1428 –1446