An Exploration of Factors Affecting the Baseline Assessment Scores of Children Attending Morning or Afternoon Sessions in Nursery Settings in Wales

Autor/in	Dorrian, Jane
Titel	An Exploration of Factors Affecting the Baseline Assessment Scores of Children Attending Morning or Afternoon Sessions in Nursery Settings in Wales
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 1, S.91-103 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dorrian, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1910799
Schlagwörter	Foreign Countries; School Schedules; Preschool Education; Preschool Children; Child Development; Language Skills; Literacy; Mathematics Skills; Social Development; Achievement; Preschool Teachers; Teacher Attitudes; Gender Differences; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Schulzeiteinteilung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Kindesentwicklung; Language skill; Sprachkompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Soziale Entwicklung; Performance; Leistung; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Geschlechterkonflikt
Abstract	Nursery practitioners often highlight the difference between the children who attend morning sessions and those who attend afternoon sessions, with the feeling that the morning session children are more receptive and show greater improvement in their development than those who attend in the afternoon, but no specific data OR evidence has been presented to support this assertion. Statistical analysis of baseline assessment results was undertaken to determine any significance or correlation and the results indicated that children who attended morning sessions were statistically likely to achieve 2 points higher on average in their baseline assessment scores. This would suggest that children who attend afternoon sessions are starting their educational journey with lower basic skills than those who attend in the morning and this could affect their school readiness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01