Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
- Resource Type
- Authors
- Robert C. Pianta; Virginia E. Vitiello; Erik A. Ruzek; Arya Ansari; Jessica E. Whittaker
- Source
- Early Childhood Research Quarterly. 54:60-71
- Subject
- School readiness
Sociology and Political Science
Socioemotional selectivity theory
education
05 social sciences
Attendance
050301 education
Differential (mechanical device)
Education
Developmental psychology
Dual language
Academic skills
Home language
Developmental and Educational Psychology
0501 psychology and cognitive sciences
Psychology
0503 education
050104 developmental & child psychology
- Language
- ISSN
- 0885-2006
The present study examined differences in school readiness skills in the fall of kindergarten between pre-K attendees and non-attenders (n = 2581) among children in a large, diverse county. Also considered was the extent to which skills associated with pre-K enrollment varied as a function of children’s background characteristics and features of their pre-K program. Results revealed pre-K attenders demonstrated better academic and executive function skills in the first months of kindergarten than non-attenders; no consistent differences were detected for teachers’ reports of children’s socioemotional adjustment. Differences in academic skills and self-regulation associated with attendance in pre-K were largest for dual language learners and children from the lowest-income families. Children enrolled in private pre-K programs demonstrated less optimal socioemotional skills at kindergarten entry.