Social Reinforcement In African American Preschoolers

The answers to academic success for disadvantaged children may not be smaller class sizes, better-prepared teachers, tougher standards, more accountability, or greater choice as admirable as these goals may be. They may instead center on a single factor: preschool. Lyndon Johnson in 1965 wanted to “break the cycle of poverty” by raising poor children’s levels of competence with the Head Start program. Since it began, the Head Start program has been the most widely applied and most heavily researched prevention effort in the US.

In the midst of discussion of the effectiveness of early childhood education for children prior to entering kindergarten, the question of approach comes in terms of who will benefit from pre-k class time. Kristen Mobbs’s dissertation focuses on the differences between different learning settings and socioeconomic statuses of the students attending state/private/federally funded preschools. An excerpt from Mobbs’s research was deemed quite appropriate toward the reasoning for this study: “Disadvantaged and traditionally marginalized students are at an incrased risk of developing behavior and social problems (Bulosky-Shearer & Fernandez, 2011), and girls demonstrate higher approaches to learning (Dominguez et al., 20100, perform better in school

When choosing a theory or developmental domain for this project only one stood out among the others. I chose Garvey’s talk analysis. This theory focuses on the language that occurs during play. The particular language that appears in play drives or influences what happens during play. There are several types of play talk that arise during

This article discusses black guardians may have less access to materials, have less time on account of employment and family commitments or be less happy with reading. While the normal number of formal schooling at about a similar time for highly contrasting students. Black kids who are around 4 years old are similarly prone to be required in focus based care, thanks in substantial part to Head Start programs. In any case, black kids are a great deal more probable than white kids to be enlisted in low-quality daycares . When formal schooling starts, disparities proceed. More than 140,000 students were held back in kindergarten in the 2011-2012 school year.

Limitations: The study examined a convenience sample of preschool children from middle-class families, attending 5 schools in the area. Thus, the results might not have represented the general population. Participation rate not reported. Being analysed by bivariate analysis methods on a convenience sample, potential confounders and bias were not taken into account in

Children in families with lower incomes at or below the poverty line have been connected with poor cognitive and social development in early childhood. The studies that I chose to use evaluate the cognitive and social development during early childhood using various surveys, evaluations, and observations completed by or with the children, parents, and teachers. Development of any kind is dependent on the interplay of nature and nurture, or genetics and environment. These studies draw from a child’s environment during the earliest years of development, specifically birth, pre-school, and early elementary school. The studies propose living in an impoverished environment as opposed to an environment above the poverty line imposes certain

(Kozol, Jonathan. Savage inequalities: Children in America's schools. Broadway Books, 2012..)(Ladd, Helen F. "Education and poverty: Confronting the evidence." Journal of Policy Analysis and Management 31.2 (2012): 203-227.)(U.S. Census)(Alexander, Karl, Doris Entwisle, and Linda Olson. The long shadow: Family background, disadvantaged urban youth, and the transition to adulthood. Russell Sage Foundation, 2014.)(Rock, Donald A, and Judith M Pollack. "Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for Kindergarten through First Grade. Working Paper Series."

There are two variables of interest in interpreting variations in infants’ vocabularies. The first one is the infants’ socioeconomic status (SES). The SES is important because it seems to have a connection to how much a parent talks to her infant. Another variable is “the amount of talk parents engage in with their children.” This is connected to SES, but it goes even farther. Regardless of one’s SES, there should be active communication between the parent and child. Communicating consistently with a child drastically helps children develop a personal

Even though some may believe that disadvantaged students may get socially abused in a preschool type program, the social development of the disadvantaged child can be one of the most influential effects that these programs can have on the student. Any one person can tell from experience that children who have any type of disadvantage tend to be either secluded from the rest of society or to be more antisocial and isolated. In a study called the Ypsilanti Perry Preschool

There were two subtest parts of phonological awareness: the beginning and the ending sound same test was scored and averaged out. There were four groups of the paired associate with nonsense words spoken out loud. The four groups includes concrete regular and irregular and regular and irregular abstract word. A screen session was done beforehand. There were a total of 40 words that were used and associated with pictures and they were worth 1 point each. Ten words with cues were shown for a maximum of 5 second. If the score is above 500, than it is said to be a concrete word if it is below 450 than it is said to be an abstract word. The mean of the concrete word was 585, the abstract work mean was 335 and it was concluded that there was a significant difference. 19 first graders and 27 kindergartens totaling about 46 participants from Novia Scotia (Canada) that made up this study. 24 of the participants were girls, while 22 of the participants were boys. The analysis of variance was used to analyze the data. It was found that concrete words were easier to recall than abstract words and that perhaps semantic imagery plays an important role on our learning process. The limits were that older kids and adults were not included in the study and the demographic of the participants within the study was limited to the rural of Novia

I began the research through developing a list of key words and terms that were relevant to my chosen topic of kindergarten vocabulary instruction. These terms included, but were not limited to kindergarten vocabulary instruction, effective vocabulary instruction, vocabulary instruction, and kindergarten classroom practices. Using Eagle search, Education Full Text, and Google Scholar I was able to find four pertinent studies using the key term “kindergarten vocabulary instruction”. After reading the abstracts of these four studies, I changed the key terms and searched emergent vocabulary instruction,

As I observed Olivia, a typically developing 5 year old girl, I referred to the Symbolic Play Scale Check List (Westby, 1980). This check list helped me to recognize the different stages of appropriate language development during play for her age group. The list is based on play and

The study conducted by Wobo and Winsler (2006) had a total of 40 participants with an age range between 39 months to 62 months. The participants all came from a low-income head start school in Atlanta, where all attending families fell below the poverty line. Marital status of families were actually evenly disbursed between three different groups married 35%, divorced 32%, and single 33%. One aspect of the participants included that may make the results biased is that only 12% of participating children were born in the United States. Another weakness was the number of particpants only 40 students were included in the study. Some strengths were choosing a school that had requirements that each family be below the

Forty-two preschoolers whom had a primary language of Spanish and secondary language of English were recruited for this study. The participants included sixteen boys and twenty-six girls, with a mean age of 5.14 months. All participants spoke minimal English and were enrolled in an English-only classroom. The children were placed randomly in either the CLR group or the comparison group, ECR. Both groups used the same vocabulary instructional approach, with only the language of vocabulary instruction being different (Mendez et al., 2015).

The purpose of this paper is to learn about our own development by looking back on experiences we had while using vocabulary words throughout the chapters.