What is Pre-Kindergarten? Characteristics of Public Pre-Kindergarten Programs

By R. Clifford, O. Barbarin, Florence Chang, Diane M. Early, D. Bryant, C. Howes, Margaret R. Burchinal, Robert C. Pianta. 2005

176 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f5df08a882aded89dc930262b7d86b709bfc727d

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In Clinical Psychology

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Citations in the corpus

The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “The oft-stated purpose of pre-K is to increase kindergarten readiness by fostering school-related achievement skills and social–behavioral competence ( Barnett, Hustedt, Robin, & Schulman, 2004 ; Clifford et al, 2005 ).”
Sense of School Community for Preschool Teachers Serving At-Risk Children (2008, unknown): “…may be especially important to preschool teachers, given evidence that the challenging contexts of preschool classrooms, with their diverse and often disadvantaged students, have the least prepared and educated teacher workforce (Clifford et al., 2005; Darling-Hammond, 2000; Saluja et al., 2002).”
Parental Conceptions of School Readiness: Relation to Ethnicity, Socioeconomic Status, and Children's Skills (2008, background): “In addition, on average they could count up to 13 with one-to-one correspondence (Clifford et al., 2005).”
Educational effects of the Tools of the Mind curriculum: A randomized trial (2008, background): “Overall, classrooms in our study were similar in quality to state pre-kindergarten programs in many states (Clifford et al., 2005).”
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008, background): “%) met for fewer than 4 hours per day (Clifford et al., 2005).”
Early childhood educators' knowledge, beliefs, education, experiences, and children's language- and literacy-learning opportunities: What is the connection? (2016, result): “…sample of educators was fairly representative of the typical variability of early childhood educators and settings when compared to national reports with slightly higher numbers of Head Start and BA-level educators (Clifford et al., 2005; Institute of Medicine and National Research Council, 2012).”
Spanish-Speaking Children's Social and Language Development in Pre-Kindergarten Classrooms (2007, background): “In a recent large-scale study of pre-kindergartners, Clifford et al. (2005) estimated that 16% of children being served by pre-kindergarten (pre-K) programs were limited English proficient.”
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009, background): “These are challenging instructional strategies for teachers and are consistently found to occur at low levels in pre-K classrooms and still at only a minimal level in kindergarten classrooms (Bryant et al., 2002; Clifford et al., 2005; La Paro, Pianta, & Stuhlman, 2004).”