Universal PreKindergarten (UPK) Effects on Language Concept Acquisition and the Linkage to Classroom Practices and Quality
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| Title: | Universal PreKindergarten (UPK) Effects on Language Concept Acquisition and the Linkage to Classroom Practices and Quality |
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| Language: | English |
| Authors: | Kemp, Karen A. |
| Source: | Online Submission. 2014Ph.D. Dissertation, Simmons College. |
| Peer Reviewed: | N |
| Page Count: | 126 |
| Publication Date: | 2014 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Preschool Education Early Childhood Education Kindergarten Primary Education |
| Descriptors: | Preschool Education, Preschool Teachers, Preschool Children, Preschool Curriculum, Language Acquisition, Educational Quality, Literacy, Demography, Measures (Individuals), Pretests Posttests, Kindergarten, Comparative Analysis |
| Geographic Terms: | New York |
| Assessment and Survey Identifiers: | Boehm Test of Basic Concepts |
| Abstract: | The emergence and establishment of Universal PreKindergarten (UPK) programs in New York school districts have proliferated over the past ten years; nonetheless, limited attention has been paid to the "process quality" dimensions of these programs (Mashburn, Hamre, Downer, Barbarin, Bryant, Burchinal, Early, & Howes, 2008). Existing studies related to preschool quality in New York State have revolved primarily around the "structural qualities" of the program, leaving opportunity for research that focuses on how district UPK classroom practices align with process dimensions and affect student achievement in language and literacy development (Camelli, Vargas, Reynolds, Barnett 2010; Lowenstein, 2011; & U.S. Department of Health and Human Services, 2013). Through the examination of a state-funded, district-operated, UPK program, this study demonstrated a moderately strong association (r = 0.58) between language concept development in young children and attendance in a UPK program that promoted and reinforced "process quality." Results indicated significant language concept growth for students attending the UPK program based on the Boehm-3 Preschool Test of Basic Concepts (Boehm, 2001b), with the greatest gains posted by students eligible for free and reduced lunch and for those considered English Language Learners. Upon entrance to kindergarten, students who attended the UPK program had higher language concept scores compared to peers who experienced other preschool options. Observations conducted in the UPK classrooms confirmed the use of effective instructional practices to promote language and literacy development in young children and were consistent with the quantitative results. Observation Example #1 and Observation Example #2 are appended. |
| Abstractor: | As Provided |
| Number of References: | 112 |
| Entry Date: | 2014 |
| Accession Number: | ED545380 |
| Database: | ERIC |
| Abstract: | The emergence and establishment of Universal PreKindergarten (UPK) programs in New York school districts have proliferated over the past ten years; nonetheless, limited attention has been paid to the "process quality" dimensions of these programs (Mashburn, Hamre, Downer, Barbarin, Bryant, Burchinal, Early, & Howes, 2008). Existing studies related to preschool quality in New York State have revolved primarily around the "structural qualities" of the program, leaving opportunity for research that focuses on how district UPK classroom practices align with process dimensions and affect student achievement in language and literacy development (Camelli, Vargas, Reynolds, Barnett 2010; Lowenstein, 2011; & U.S. Department of Health and Human Services, 2013). Through the examination of a state-funded, district-operated, UPK program, this study demonstrated a moderately strong association (r = 0.58) between language concept development in young children and attendance in a UPK program that promoted and reinforced "process quality." Results indicated significant language concept growth for students attending the UPK program based on the Boehm-3 Preschool Test of Basic Concepts (Boehm, 2001b), with the greatest gains posted by students eligible for free and reduced lunch and for those considered English Language Learners. Upon entrance to kindergarten, students who attended the UPK program had higher language concept scores compared to peers who experienced other preschool options. Observations conducted in the UPK classrooms confirmed the use of effective instructional practices to promote language and literacy development in young children and were consistent with the quantitative results. Observation Example #1 and Observation Example #2 are appended. |
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