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The relationship between mathematical literacy at kindergarten entry and public preschool attendance, type, and quality

Resource Type: Reports & Papers
Author(s): Throndsen, Jennifer; Shumway, Jessica F.; Moyer-Packenham, Patricia S.
Date Issued: July, 2020
Description: As children enter kindergarten, some are more academically prepared than others for a variety of reasons. One influence on kindergarten preparation is prior preschool experiences. The purpose of this study was to investigate the relationship between Children's mathematical literacy at kindergarten entry and preschool attendance, preschool type (i.e., public, private, Head Start, and home-based educational technology providers), and preschool quality. Researchers collected statewide preschool enrollment records and kindergarten-entry mathematical literacy assessment scores for 45,895 public school kindergarten children for one school year. To identify relationships between early mathematical literacy performance and children's preschool attendance, preschool type, and preschool quality, researchers conducted a 2 × 2 Factor ANOVA, independent group means t-tests, and multiple regression analyses. Overall, the results suggested that children from diverse backgrounds experience improved early mathematical literacy when they attended preschool. Therefore, with the limited funding available for preschool, policymakers should consider which children might most benefit from preschool experience and target limited resources to such populations. (author abstract)
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Journal Title: Early Childhood Education Journal
Volume Number: 48
Issue Number: 4
Page Range: 473-483
Topics: Children & Child Development > Child Development & School Readiness > Early Math/Numeracy

Parent, School, & Community School Readiness/Child School Success & Performance > School Performance & Success

Programs, Interventions & Curricula > Programs
Country: United States
States: UTAH
ISSN: 1573-1707 Online
1082-3301 Paper
Peer Reviewed: yes
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