Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills.

By C. Weiland, H. Yoshikawa. Child Development, 2013

728 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/b8130d3d010c6d621da8bec6a77eab8f494bdd29

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In Developmental and Educational Psychology

In Education

In Pediatrics, Perinatology and Child Health

Citations in the corpus

Quantifying Variation in Head Start Effects on Young Children's Cognitive and Socio-Emotional Skills Using Data from the National Head Start Impact Study. (2015, background): “This step could be particularly important given that nationally, dual language learners (particularly those from Spanishspeaking households, like most HSIS dual language learners) are proportionally underenrolled in preschool programs, and their enrollment rates have declined even further in recent ”
The Life-Cycle Benefits of an Influential Early Childhood Program (2016, neutral): “3See, e.g., Kline and Walters (2016) and Weiland and Yoshikawa (2013).”
The Long-Term Effects of Universal Preschool in Boston (2021, neutral): “, 2011, 2017) as well as previous studies looking at short-term impacts of preschool in Boston (Weiland and Yoshikawa, 2013; Weiland et al., 2019).”
Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills (2016, background): “In an examination of the effectiveness of an intensive curriculum and teacher support program, prekindergarten children demonstrated small, but significant gains in inhibitory control (d = 0.20; Weiland & Yoshikawa, 2013).”
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? (2016, background): “Indeed, other studies examining different types of instruction have also reported positively skewed data (Early et al., 2010; Justice et al., 2008; Weiland and Yoshikawa, 2013), however, they typically used analytic methods that would be unable to adequately deal with these floor effects, making it…”
The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool-Aged Children: A Look at the Direction of the Developmental Pathways. (2014, methodology): “Children were assessed on 10 tests, five of which we use in the present study (Peabody Picture Vocabulary Test (PPVT), Pencil Tap, Forward Digit Span (FDS), Backward Digit Span (BDS), and the Dimension Change Card Sort; see Weiland & Yoshikawa, 2013, for the full list of fall assessments).”
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content (2020, background): “…and elementary school demonstrate time spent on math instruction in general and on specific math content areas are key elements of a successful program (Camilli et al., 2010; Chien et al., 2010; Claessens, Engel, & Curran, 2014; Clements & Sarama, 2008; Weiland, Ulvestad, Sachs, & Yoshikawa, 2013).”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “Additional evidence of the effect of comprehensive early education on children’s language, literacy, and mathematics learning as well as EF is also found in a large-scale evaluation (79 schools, 250 classrooms, 2,108 children) of a comprehensive language and mathematics pre-K program in Boston (Weil”
Developing together: The role of executive function and motor skills in children’s early academic lives (2019, neutral): “Children in high-poverty schools also showed significant improvements in EF ( d = .33) supporting bidirectional relations between EF and academic achievement (Weiland & Yoshikawa, 2013).”