Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts

Autor/inn/en	Dore, Rebecca; Justice, Laura; Mills, Abigail K.; Narui, Mitsu; Welch, Kari
Titel	Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts
Quelle	In: Early Education and Development, 32 (2021) 6, S.903-922 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1919041
Schlagwörter	School Readiness; Kindergarten; Preschool Children; Summer Programs; Feasibility Studies; Validity; COVID-19; Pandemics; Program Effectiveness; Distance Education; Learner Engagement; Videoconferencing; Satisfaction; Ohio + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sommerkurs; Gültigkeit; Distance study; Distance learning; Fernunterricht; Zufriedenheit
Abstract	Research Findings: The global COVID-19 pandemic prevented the implementation of in-person summer learning programs designed to improve school readiness for entering kindergartners. Thus, we conducted the current study examining the feasibility, social validity, and preliminary impacts of a virtual summer learning program. Ninety-one preschoolers and their caregivers participated in a 4-week program involving one weekly teacher-caregiver meeting, two weekly Watch Together home learning activities, two weekly Play Together home learning activities, one or two weekly Read Together home learning activities, and one or two weekly teacher-child video chat lessons. Recruitment and participation indicated high levels of interest. Caregivers reported high levels of satisfaction with the program and teachers reported moderate to high levels of child engagement during video chat lessons. Children showed significant gains on emotion knowledge, patterning, and alphabet knowledge. Practice or Policy: This study demonstrates the promise of a virtual kindergarten readiness program and suggests that the combination of educational media and video chat instruction may be effective for promoting children's skills. A virtual intervention could be beneficial in other contexts, such as in rural areas where it would be challenging for families to participate in an in-person program or for immunocompromised or seriously ill children who are unable to attend in person. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01