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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
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
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PubType: Dissertation/ Thesis
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  Data: Universal PreKindergarten (UPK) Effects on Language Concept Acquisition and the Linkage to Classroom Practices and Quality
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2014Ph.D. Dissertation, Simmons College.
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  Data: 126
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  Data: Dissertations/Theses - Doctoral Dissertations
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  Data: <searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Curriculum%22">Preschool Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Acquisition%22">Language Acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Demography%22">Demography</searchLink><br /><searchLink fieldCode="DE" term="%22Measures+%28Individuals%29%22">Measures (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink><br /><searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink>
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  Data: 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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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 126
    Subjects:
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Preschool Curriculum
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      – SubjectFull: Language Acquisition
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      – SubjectFull: Educational Quality
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      – SubjectFull: Literacy
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      – SubjectFull: Demography
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      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Kindergarten
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: New York
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      – SubjectFull: Boehm Test of Basic Concepts
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      – TitleFull: Universal PreKindergarten (UPK) Effects on Language Concept Acquisition and the Linkage to Classroom Practices and Quality
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              Type: published
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