Exploring Play, Executive Function, and Academic Achievement in Two Title I Kindergartens

Autor/inn/en	Allee, Karyn A.; Clark, M. H.; Roberts, Sherron Killingsworth; Hu, BiYing
Titel	Exploring Play, Executive Function, and Academic Achievement in Two Title I Kindergartens
Quelle	In: Journal of Research in Childhood Education, 37 (2023) 2, S.197-215 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Allee, Karyn A.) ORCID (Clark, M. H.) ORCID (Roberts, Sherron Killingsworth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2022.2139784
Schlagwörter	Kindergarten; Young Children; Academic Achievement; Play; Executive Function; Educational Strategies; Low Income Students; Socioeconomic Influences; Achievement Gains; Reading Achievement; Mathematics Achievement; Classroom Environment; Florida + Suchen Sie Ihr Suchwort? Frühe Kindheit; Schulleistung; Spiel; Lehrstrategie; Sozioökonomischer Faktor; Achievement gain; Leistungssteigerung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Klassenklima; Unterrichtsklima
Abstract	The role of play in early elementary education (K-2) generates dichotomous opinions, and more research is required to support efficacious pedagogical decision-making. This pilot study explored the effects of pedagogical approaches on Title I kindergarten students' executive function (EF) to test the hypothesis that children, especially those from low socioeconomic backgrounds, will show greater gains in EF, reading, and math achievement when purposeful play is incorporated into learning. Students in the play-based group had statistically significantly stronger EF health than children in the contemporary group per teacher reports, and parents in the contemporary group were more concerned about children's EF skills than those in the play-based group, although this was not statistically significant. Students in the play-based group had greater reading gains than students in the contemporary group. There were no statistically significant differences between classrooms in math growth, but there was a moderate effect size. The greater the teacher's level of concern about students' EF skills, the lower a child's reading and math gains tended to be. Parent observations of children's EF were not correlated to any measure. Despite some study limitations, the findings encourage continued exploration of play-based pedagogy to increase children's EF skills and academic achievement outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01