Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children's Success

Autor/inn/en	Odom, Samuel L.; Butera, Gretchen; Diamond, Karen E.; Hanson, Marci J.; Horn, Eva; Lieber, Joan; Palmer, Susan; Fleming, Kandace; Marquis, Janet
Titel	Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children's Success
Quelle	In: Topics in Early Childhood Special Education, 39 (2019) 1, S.19-31 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Odom, Samuel L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121419827654
Schlagwörter	Early Childhood Education; Preschool Curriculum; Inclusion; Students with Disabilities; English Language Learners; Poverty; Behavior Problems; Vocabulary Development; Mathematics Skills; Alphabets; Problem Solving; Interpersonal Competence; Science Achievement; Early Intervention; California; Indiana; Kansas; Maryland; West Virginia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Armut; Wortschatzarbeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Buchstabenschrift; Problemlösen; Interpersonale Kompetenz; Kalifornien
Abstract	The purpose of this study was to examine the efficacy of the Children's School Success (CSS) curriculum for 4-year-old children enrolled in preschool programs designed to prepare them for success in their early public school grades. The study took place in preschool classes located in five regionally distributed states, all of which were inclusive of children with disabilities as well as other learning needs. Participants were 1,117 children from three subgroups (i.e., children living in poverty, children who were English Learners, and children with identified disabilities). Effects were also examined for children from these groups who had challenging behavior. Positive effects on different measures of vocabulary, letter knowledge, math, and social problem solving were found for children who were at risk due to poverty only and children who were English Learners. There was a consistent finding of "non-effects" for the children with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01