Moving up the Grades: Relationship between Preschool Model and Later School Success.

By Rebecca A. Marcon. 2002

223 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f785f570c5e1e0a112fd844e1b5a84cb643f1f19

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Citations in the corpus

Playing around in school: Implications for learning and educational policy. (2010, background): “Similarly, Marcon (1993; 1999; 2002) demonstrated that children who were exposed to playful, child-centered preschool environments at age four showed enhanced academic performance in mathematics, reading, language, spelling, handwriting, and science compared to children who experienced more direct…”
Participatory learning theories: a framework for early childhood pedagogy (2012, unknown): “Challenges of PLTs for research and pedagogy The effectiveness of the three curricula frameworks discussed in this paper would benefit from longitudinal research similar to that of Marcon (1999, 2002) who researched the outcomes of different curricula approaches on later educational achievement.”
Investing in Young Children: An Early Childhood Development Guide for Policy Dialogue and Project Preparation (2010, background): “L'efficacité de l'approche DAP s’appuie sur des éléments principalement tirés de l'expérience avec les enfants défavorisés des États-Unis, où certaines études suggèrent qu’un apprentissage plus actif au cours de la petite enfance est associé à de meilleurs résultats que ceux des programmes académiqu”
Subject Knowledge in Early Childhood Curriculum and Pedagogy: Beliefs and Practices (2005, background): “Yet, subject-based outcomes are seen as desirable (Marcon, 2002; Wylie et al, 2004).”
A Continuum of Play-Based Learning: The Role of the Teacher in Play-Based Pedagogy and the Fear of Hijacking Play (2017, background): “In the early years, play-based learning practices have been shown to positively influence children’s reading and math scores (Marcon, 2002; Stipek et al., 1998), and evidence suggests that overall this type of learning tends to be more effective than direct instruction (Han et al., 2010; Stipek,…”
Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade (2006, background): “Previous research has indicated that an academicallyfocused kindergarten experience can benefit children’s approaches to learning by fostering greater persistence towards goals and preference for challenge, yet an overly academically-focused kindergarten can also slow academic progress, especially f”
Guided Play: Where Curricular Goals Meet a Playful Pedagogy (2013, background): “More specifically, pedagogical techniques involving child-centered playful learning have been shown to boost young children’s academic development, leading to improvements in reading and math scores, and these advantages last into the primary grades (e.g., Marcon, 1999, 2002; Stipek et al., 1998).”
Educational effects of the Tools of the Mind curriculum: A randomized trial (2008, background): “Most of these studies have investigated the association between natural variation in measured differences or beliefs and practices and children’s achievement and social-emotional development (HirschPasek, Hyson, & Rescorla, 1990; Marcon,1999; Marcon, 2002; Stipek, Daniels, Galluzzo, & Milburn, 1992;”
Developmentally Appropriate Practice in Kindergarten: Factors Shaping Teacher Beliefs and Practice (2006, background): “In studies that followed students from kindergarten into elementary grades, the literature suggests that participation in DAP programs positively correlates with later grade level achievement (Burts, DeWolf, Hart, Charlesworth, & Benedict, 1996; Burts et al., 1993; Charlesworth, 1998a; Charlesworth,”