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Enhancing School Readiness Among Preschool Children

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Enhancing School Readiness Among Preschool Children Powered By Docstoc
					          Enhancing Children’s
           School Readiness
                          Kirstie Cooper
                    Funded by 125th PhD Studentship




  Supervised by                                  School of Psychology
Dr Tracey Bywater                                 Bangor University
Presentation Content
 • What is ‘School Readiness’?
 • The School Readiness Programme
 • The evaluation
 • Aims and research questions
 • Design and method
 • Proposed measures
 • Expected outcomes
        What is
  ‘School Readiness’?
• No concrete definition
• Multi-dimensional construct:
       – Children’s engagement in learning
       – Emotion regulation
       – Communication and language skills
       – Social competence
       – Pre-literacy skills
   The School Readiness
        Programme
• More children arrive in school without social and
  self-regulatory skills
• Low academic achievement and poor relationships
• The IY School Readiness Programme was
  developed to address risk factors associated with
  children’s lack of academic readiness and poor
  home-school connections
                              (Webster-Stratton, 2004)
 The School Readiness
      Programme
• 4 sessions delivered to parents through schools
• Universal programme
• Supplemental to the BASIC Parent Programme
• The ultimate aims are to:
       1.   Improve children’s school readiness
       2.   Prevent conduct problems
       3.   Prevent academic underachievement
       4.   Enhance home-school links
                  Part 1
Child-directed play: Strengthening children’s
    social, emotional, and cognitive skills

Emotion coaching to build emotional expression
                       
 Building children’s self-esteem and creativity
                       
      Teaching children to problem-solve
                       
       Building children’s language skills
                     Part 2
  Encouraging social, emotional, academic and
problem solving skills through interactive reading

 Building children’s self-esteem and self-confidence
                 in their reading ability
                           
                Having fun with books
                           
          Letting the child be the storyteller
                           
     Using the Reading With CARE building blocks
    Reading with CARE
     building blocks

C   Commenting and describing


A   Asking open-ended questions


R   Responding with encouragement

E   Expanding on what the child says
         The evaluation
• The IY Basic Parent & TCM Programmes have
  been successfully delivered and researched
  across Wales

• These programmes do not specifically address
  the dimensions of school readiness

• The IY School Readiness Programme has never
  been researched
                 Aims
To establish:
 A battery of effective measures to assess
  children’s school readiness
 The effectiveness of the new Programme in
  improving children’s school readiness
 Any difficulties or barriers in implementing
  the programme
    Research Questions
1. Does the programme benefit all children
   and parents?

2. For which children and families is the
   intervention most effective?

3. What are the environmental/contextual
   circumstances that improve the likelihood
   of success?
 Design and Method (i)
Randomisation
• Schools randomly allocated 2:1 to intervention
  and control conditions

Sample
• 6 schools (4 intervention, 2 control)
• Gwynedd and Anglesey
• Approx 12 parents in each group
• Maximum N = 6 x 12 = 72
  Design and Method (ii)
Recruitment of parents
• Participating schools will give information to all
  families of 4-5 year old children starting school
  in September 2010

• Parents will be invited to attend the course and
  participate in the evaluation

• A researcher will conduct an initial home visit
 Design and Method (iii)
Inclusion criteria for participating
• Parent has a child aged 4-5 years of age in their
  first year of full-time schooling

• The parent targeted is the primary caregiver

• Parents able to attend the group for 4 weeks
  (2 hrs / week) in either the Autumn 2010 or
  Summer 2011 term
 Design and Method (iv)
Data Collection
• 3 data collection points
• Groups will run between baseline and 6-month
  follow-up for intervention and after 6-month
  follow-up for control
• Parent and child data will be collected through
  school and home visits
  Proposed Measures
TBC, but may include:
• Demographics
  Housing, income, health
• Parent reports
  Child behaviour (ECBI)
• Direct observation
  Child-directed play & interactive reading
 Expected Outcomes

 Improved child behaviour

 Interactive reading

 Child-directed play
Thank you for listening
  Diolch am wrando



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