How Does an Academically-Oriented Kindergarten Classroom Impact Children's Outcomes?

以学术为导向的幼儿园课堂如何影响儿童的学习成果？

• 批准号: 9035701
• 负责人: Vi-Nhuan Le
• 金额: $ 8.1万
• 依托单位: NATIONAL OPINION RESEARCH CENTER
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-12-18 至 2017-11-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9035701
• 关键词: Academic achievement; Accountability; Achievement; Address; Adopted; Advocate; Anecdotes; Anxiety; Area; Arts; Attention; Behavioral; Child; Child Advocacy; Childhood; Cognition; Data; Data Set; Development; Educational Curriculum; Educational process of instructing; Emotional; English Learner; Equation; Ethnic group; Exposure to; Fostering; Income; Informal Social Control; Language; Laws; Learning; Left; Longitudinal Studies; Low income; Mathematics; Movement; Music; Outcome; Outcome Measure; Parents; Performance; Physical Education; Play; Policies; Price; Publications; Readiness; Reading; Reporting; Research; Schools; Science; Silicon Dioxide; Specificity; Staging; Students; Subgroup; Testing; Time; Veins; Water; Writing; academic preparation; base; early childhood; first grade; improved; kindergarten; pressure; public health relevance; racial and ethnic; skills; social; teacher

 DESCRIPTION (provided by applicant): Against a backdrop of school accountability policies in which standards, assessments, and high-stakes consequences attached to test scores have elevated the importance of academic preparation and performance, the kindergarten classroom has become increasingly academics-focused. The growing emphasis on academics at kindergarten has fostered a number of concerns. First, prior research suggests that although kindergarten has become increasingly academics-focused at all income levels, this is especially true for upper-income children. To the extent that an academically-oriented curriculum is associated with improved achievement, then the school readiness gaps that have been observed between poorer and wealthier kindergartners may not be mitigated. Second, there is concern that a heightened focus on academics is stressful for children and may negatively impact their social-emotional outcomes. Despite the numerous publications put forth by child advocacy groups regarding their concerns that the move to an academic kindergarten classroom undermines the development of the "whole child," the evidence at this stage is primarily anecdotal. The purpose of this study is to explore the impact an academically-oriented kindergarten curriculum may have on the achievement gap between lower- and upper-income children and on children's social-emotional outcomes. Using data from the nationally-representative Early Childhood Longitudinal Study of Kindergarteners in 2010 (ECLS-K: 2011), we will address the following research questions: 1) To what extent are kindergarten classrooms focusing on academic content? Is there a relationship between instructional time/content coverage and percent of FRPL students in the school? 2) Is exposure to an academically-oriented kindergarten classroom associated with higher achievement? Does it narrow the achievement gap between poorer and wealthier children? Do these effects differ by the other NCLB reporting subgroups (i.e., students from major racial/ethnic groups, students with special needs, and English Language Learners (ELL))? 3) Is there a relationship between an academically-oriented kindergarten classroom and children's socio- emotional outcomes? 4) What is the impact of an academically-oriented kindergarten curriculum on children's academic and social- emotional outcomes measured at first grade?

 描述（由申请人提供）：在学校问责政策的背景下，考试成绩的标准、评估和高风险后果对学术准备和表现具有重要意义，幼儿园课堂变得越来越以学术为中心。首先，先前的研究表明，尽管幼儿园在所有收入水平上都越来越注重学术，但对于高收入家庭的孩子来说尤其如此。与改善有关其次，人们担心，尽管有大量出版物，但对学业的关注会给孩子带来压力，并可能对他们的社交情感结果产生负面影响。尽管儿童权益倡导团体担心转向学术型幼儿园课堂会损害“完整儿童”的发展，但现阶段的证据主要是轶事。本研究的目的是探讨学术导向的影响。幼儿园课程可能会影响低收入和高收入儿童之间的成绩差距以及儿童的社会情感结果，我们将利用 2010 年全国代表性的幼儿园儿童早期纵向研究 (ECLS-K: 2011) 的数据来解决这一问题。以下研究问题： 1) 幼儿园课堂在多大程度上注重学术内容？教学时间/内容覆盖率与学校 FRPL 学生的百分比之间是否存在关系？ 2) 进入以学术为导向的幼儿园课堂是否与更高的成绩相关？它是否缩小了贫困儿童和富裕儿童之间的成绩差距？这些影响是否因其他 NCLB 报告亚组（即来自主要种族/族裔群体的学生、学生）而有所不同？ 3) 以学术为导向的幼儿园课堂与儿童的社会情感结果之间是否存在关系？ 4) 以学术为导向的幼儿园课程对儿童的社会情感结果有何影响？孩子一年级时的学业和社交情感结果如何衡量？