| Papers [1-16] of 35 :: [Page 1 of 3] | | Go to page : 1 2 3 —> | Search results on "KINDERGARTEN": |
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Full-Time Kindergarten vs. Half-Day Kindergarten, 2004.
This paper is a research proposal to document any differences that may exist in the reading skill level of children enrolled in full-time vs. children enrolled in part-time kindergarten programs in the City of New York.
2,675 words (approx. 10.7 pages), 4 sources, APA, AU$ 100.95
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Abstract
This paper explains that an increasing numbers of affluent parents enroll their children in pre-school programs that include early instruction in basics like reading and math; the question arises as to whether these children are obtaining a competitive edge over their less-fortunate peers. The paper points out that many school districts have responded to the needs of working parents by establishing full-day kindergarten programs, which are expensive for the school system. The paper proposes to use ECLAS scores of the participating children to evaluate whether children enrolled in full-time kindergartens perform better than those enrolled in part-time programs on this test.
From the Paper
"As for the participating students themselves, they will be the City of New York in miniature. This will rule out any differences based on race or class. A workable system will be developed that applies to each student individually and without prejudice. Next, the teachers and staff selected for Groups A and B should be chosen based on faculty and parent recommendations, and even, if possible, on the recommendations of older students who were formerly taught by these same individuals. A choice based on multiple recommendations is essential in order to ensure that the experiment reflects ?typical? conditions. A well-liked teacher might motivate her students more than an unpopular teacher. An unusually intelligent or able teacher might skew the outcome. By the same token, a biased or narrow-minded educator might thwart an objective outcome."
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Full-Day Kindergarten in California, 2006.
A paper on the pluses and minuses of full-day kindergarten programs.
1,268 words (approx. 5.1 pages), 8 sources, APA, AU$ 54.95
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Abstract
This paper discusses the pros and cons of full-day kindergarten in California public schools. The author cites sources in favor of and against full-day kindergarten programs. The author says that these programs may hinder the development of children by not giving them enough time to run and play freely. On the other hand, the author contends, for lower-income families, a full-day program can be very beneficial. The author concludes that full-day kindergarten programs are more of an advantage than a disadvantage to today's children.
From the Paper
"By definition, Full Day Kindergarten (FDK) is a class taught by a certified staff member that exceeds four hours in length, and although districts in California do not receive additional funds to lengthen the kindergarten day, there is growing interest in this subject. Previous to June of 2004, the law regarding kindergarten required that pupils must not be kept in school for more than four hours a day, excluding time for recess. After this date, Assembly Bill 2407 was passed which made FDK an option. In this bill, several requirements for districts that chose to provide FDK included 1) the hours of the extended-day program may not exceed the hours for which services are offered for pupils in other grades that receive instructional services at the school site; 2) the extended-day program shall offer opportunities for rest as well as active experiences; 3)
the extended-day program shall be based on curriculum developed to provide opportunities for social, physical, and intellectual growth and development, and 4) the extended-day program shall meet any other criteria developed by the State Board of Education."
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Kindergarten Readiness, 2004.
Examines the effects of culture on kindergarten readiness.
3,375 words (approx. 13.5 pages), 36 sources, APA, AU$ 149.95
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Abstract
This paper examines the theoretical and practical aspects of the effects of cultural values on standards for kindergarten readiness. The paper covers such issues as multiculturalism, the No Child Left Behind Act and human development stages. The paper includes a explanation of what kindergarten readiness implies.
From the Paper
"The increasing tendency of the American education system to flood society with high school graduates possessing questionable academic skills together with increasing demands for such skills by institutions of higher education employers and society, generally cause many parents to push their children into academically challenging endeavors at very earlier ages."
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Kindergarten Readers, 2004.
An analysis of instructional strategies for teaching effective reading skills in kindergarten.
3,695 words (approx. 14.8 pages), 11 sources, MLA, AU$ 128.95
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Abstract
This paper represents research done by a student teacher in an early childhood program on instructional strategies for teaching effective reading skills in kindergarten. The objective of the paper is to demonstrate and note the importance of coaching students at the kindergarten level in the necessary skills needed to read proficiently or to help identify those students that will need additional assistance due to some reading problems. The paper presents a two-month observation interlude, coupled with information acquired through testing and other research methodologies. The paper explores three specific reading factors and the strategies needed to implement them, including phonemic awareness, reading comprehension, and vocabulary.
Table of Contents
Chapter 1 Introduction
Overview
Personal Perspective and Rational for the Study
Research Questions
Chapter 2 Literature Review
Chapter 3 Methodology
Research Design and Details
Personal Role
Chapter 4 Study Details
Chapter 5 Analysis and Interpretation
Chapter 6 Conclusions
Implications
Recommendations
References
From the Paper
"The younger a child is able to read and read well, the earlier that child can take advantage of the life long learning process. In addition, reading skills carry forward into all aspects of the educational system so the child in earnest can excel at all levels of school. The associated research questions that this report aims to answer are related to instructional strategies for teaching effective reading skills at the kindergarten level. By demonstrating that students at the kindergarten level who receive detailed training in phonemic awareness, reading comprehension and word Knowledge, this report will show that students that receive good training in these areas will do better at reading at their current level or they will be easily identified as students that are in need of additional assistance due to some possible problems."
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Kindergarten Science Education, 2006.
This paper discusses teaching techniques and curriculum content that can be effective in teaching science in kindergarten.
800 words (approx. 3.2 pages), 5 sources, APA, AU$ 35.95
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Abstract
This paper explains that science education in kindergarten presents the most basic ground for students to understand that science involves them in a dynamic formation of concepts and explanations. The author points out that one teaching approach is the traditional teacher-directed form, used mainly with older students, and the other approach is the informal constructive model, which uses child-initiated activities. The paper underscores that there is no concrete research findings on which of the two approaches are more appropriate to use in kindergarten science education. Rather, many preschool classrooms employ a blend of the two teaching disciplines. The author presents the use of realias, realistic objects common in the environment, as an outstanding tool to teach children scientific concepts.
From the Paper
"The scientific method can already be taught as early as child's kindergarten years. Kindergarten students must start their study of science using their five senses to observe their surroundings. The class must be set up in such a way that it would provide a motivating atmosphere where students learn to explore the physical world around them. Their natural inquisitiveness often leads them to investigate the world by observing and operating objects that are common in the surroundings. In addition, children learn to deduce their observations by gathering bits of information or data for them to base their scientific explanations."
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Kindergarten Education, 2006.
A discussion regarding the successful education of a kindergarten class from the perspective of a student teacher.
1,457 words (approx. 5.8 pages), 5 sources, MLA, AU$ 60.95
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Abstract
This paper presents a reflection of a kindergarten classroom, its students and the teaching strategies and techniques that were used and observed by a student teacher. The paper explains the classroom dynamics and uses examples of work in a rubric pattern to explore the strategies used to teach the lessons.
Outline:
Introduction
Classroom Structure
Teaching Strategies
Conclusion
From the Paper
"Another teaching strategy that was commonly used was the understanding of different learning styles. To this end the students were given the opportunity to use different styles of learning for the same unit which touched on each student's strength and allowed them to learn more easily. For example the students were learning about the planets. The class studied words about the planets, they colored pictures of the planets and they created a universe on the playground by being strategically placed to model our universe. As they "revolved" around the sun (the teacher) they were taught about gravity and other elements of planet existence. The third commonly used strategy was community learning. The students were often divided into groups to work together on projects. This helped to promote the understanding of teamwork and the ability to use each student's strengths for the group goal."
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Delayed Entry into Kindergarten, 2007.
An examination of the relationship between delayed entry into kindergarten, school readiness and parental education programs.
29,181 words (approx. 116.7 pages), 100 sources, MLA, AU$ 311.95
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Abstract
This paper analyzes and examines the critical aspects of the current educational system in the United States. It provides a review of the literature pertaining to school readiness, delayed entry into kindergarten and parent education programs. It concludes by discussing overarching legal requirements regarding entrance to formal education in the State of California. The paper follows by describing the regulations of a school district and the role of a local preschool in an affluent community in Southern California: Mission Viejo. It presents demographic information regarding this community as well as pertinent information about the actual rates and attitudes in the city regarding delayed entry into formal education.
Table of Contents:
Executive Summary
Statement of the Problem
Literature Review
Methodology of the Proposed Intervention
Mission Viejo, California
Local Preschools and Parents
Aims of the Intervention
Method
Recruitment
Description of the Intervention & Procedures
Training Sessions
Pacific Preschool Skills Assessment Development Scale
The Eyberg Child Behavior Inventory
Parenting Stress Index Short Form
Parenting Efficacy for Helping Children Succeed in School
Parental Beliefs Regarding Delayed Entry Questionnaire
Analysis
Pilot Study
Appendix
From the Paper
"Parents are choosing to K-Shirt their age appropriate, academically prepared children due to social immaturity (B. Bruce, E. Fineberg, L. Way, personal communication, 2005; Emond, 2005; Holloman, 1990; Meisels, 1992;). The risk is that at the age of 18, the State of California will allow any child to drop out of high school. The K-shirted child could attain the age of 18 by the summer prior to their junior year in high school. As most states allow dropping out of school by the age of 16, this issue of immaturity can arise anywhere. However, in this proposal we are examining a specific population of parents who are only looking at a small amount of data around the first few years of schooling. The drop out age is raised only to inform readers that there are other aspects of immaturity to be considered."
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Kindergarten Readiness, 2004.
An analysis of the issue of kindergarten readiness and academic achievement.
3,168 words (approx. 12.7 pages), 77 sources, MLA, AU$ 114.95
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Abstract
This paper claims that current research and evidence does not appear to support the correlation of long-range academic achievement and student success for students who have attended academic versus developmental pre-kindergarten programs. The purpose of this paper is to determine if both programs provide the children with a head start on their educational journey. The paper also determines if one approach over the other effectively addresses the following areas: Personal and social competencies; effectiveness in learning; physical and motor competencies; and safety and health.
Outline
Statement of Thesis
Introduction
Literature Review
Behavioral Elements
Conclusion
From the Paper
"There are only a minority number of school kindergarten teachers who express a belief that children who begin academic instruction in the areas of reading and math will perform better in elementary school. In fact, only 30 percent think that preschool instruction of this nature has any type of lasting value with only 15 percent of teachers holding the belief that most children should be taught to read in kindergarten and 44 percent believing that children in kindergarten should not be given instruction on reading unless showing a specific interest. However teachers who are practicing in schools where poverty is predominant are more apt to believe in early formal instruction and the value of that instruction. "
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Con-Ed Observations of Children in Kindergarten, 2002.
This essay is a description of the author's findings when observing children in kindergarten.
2,730 words (approx. 10.9 pages), 1 source, MLA, AU$ 101.95
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Abstract
This paper is a study of children's behaviour in kindergarten. It includes situations they face, a detailed analysis of their behavior and a plan of how to deal with their behavior, all written by whom they were observed. This paper describes the observations that the author made as well as his conclusions regarding the children's behaviour.
From the Paper
"Observed Behavior: It is playtime, and two of the girls are at the art center having a conversation, during which they both decide that they want to do the same thing with the materials. Abby decides that if they share the piece they will both be happier. Heaven does not think that this is a good idea, for she had the piece of material first, so she argues with Abby telling her that whoever had it first gets the siding (the piece of material). Then as they are fighting, and I think that intervention will be needed, Abby decides to explain the concept of sharing to Heaven and then asks her if she understands. Heaven slowly but surely, nods her head ?yes.? They cut the piece, the person who did not actually cut, got to choose which piece of the siding she wanted in order to make it fair. Then afterwards when I came back, both girls were playing happily."
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Pre-Kindergarten and School Readiness, 2003.
Examines the issue of early childhood readiness for formal education, with an emphasis on the State of Georgia.
2,000 words (approx. 8.0 pages), 8 sources, APA, AU$ 79.95
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Abstract
The face of education in Georgia and the nation is rapidly changing. One of the most recent contributing factors was Governor Zell Miller?s decision to put an emphasis on quality education for the children of the state of Georgia. This paper shows that in 1992, after reviewing research indicating that students with strong preschool experiences are more successful in school, have higher self-esteem, and are less likely to drop out of school, Miller decided to begin the Georgia Voluntary Pre-Kindergarten Program as a part of the solution. Now that a decade has passed, this paper examines whether there exists any evidence that pre-kindergarten children are more prepared to enter the educational system.
From the Paper
"While there was a time when programs did not have to follow a curriculum, that is no longer the case. Without a comprehensive curriculum there would be no direction or goal for the day-to-day learning experience. And just as importantly, the curriculum must meet the needs of the children using it. One way to know whether it is meeting their needs or not, is to observe and document. ?As teachers observe children during classroom activities, they document what they observe so they can review this information at a later time. In addition, teachers collect children?s work samples and maintain a portfolio for each child.? (Dodge, Bickart, 2003,p.194)"
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Pre-Kindergarten Programs, 1996.
Examines common elements of successful programs. Duration, sociocultural issues, teacher training, academics, behavioral interventions.
1,350 words (approx. 5.4 pages), 8 sources, AU$ 59.95
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From the Paper
"There have been a number of studies examining for common elements associated with the effective preschool or pre-kindergarten program. The purpose of this research is to discuss and delineate these elements.
Papalia and Olds (1992) present a comprehensive discussion of the effective preschool or pre-kindergarten program. According to the authors regardless of variation in programs functions, those programs that are successful have several common features. These features are: (1) program delivery in a safe, clean environment; (2) trained personnel who are warm and responsive to all children; (3) the promotion of good health habits along with regular intervention; (4) a stimulating environment that fosters children's mastery of cognitive and..."
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Preschool Participation, 2002.
A research study showing the influence of preschool participation on educational outcomes in kindergarten.
3,908 words (approx. 15.6 pages), 15 sources, APA, AU$ 133.95
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Abstract
As young children are increasingly enrolled in various forms of non-parental education outside of the home, there has been a growing interest since the 1960s in determining the degree to which preschool programs influence children?s learning, development and later educational outcomes. A particular concern raised by those interested in the influences of preschool participation focuses on the degree to which inequalities in early care and education may be responsible for much of the inequality in later educational outcomes within the U.S. On the basis of the ongoing questions that have emerged regarding the benefits of preschool, this research report addresses and clarifies the influence of preschool on educational success in kindergarten. In addition, the research identifies factors that have been found to influence the degree to which preschool participation impacts successful educational outcomes in kindergarten. Factors under consideration are child characteristics, program characteristics and social/environmental characteristics. The study is conducted via the use of the heuristic research method in which six studies were examined for the purposes of determining the association between preschool and educational outcomes in kindergarten.
From the Paper
"Similar findings were reported by Campbell, Pungello, Miller-Johnson, Burchinal & Ramey (2001) in their study of the Abecedarian Project. The study was initiated more than twenty years ago and has followed over one hundred low-income children from infancy to young adulthood. As reported by the researchers, of the 111 infants originally involved in the study, 57 were assigned to an early intervention child care program and 54 received care in some other setting. Each child in the early intervention program had an individualized program of educational activities which was designed to enhance social, emotional, and cognitive development. Children in the program received at least five years of this specialized care until they left the program for kindergarten. On the basis of ongoing measurement, the researchers reported that children who participated in the intervention program had higher cognitive test scores from the toddler years through the age of 21, as well as higher academic achievement in reading and math from the primary grades through young adulthood".
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Friedrich Wilhelm August Froebel, 2007.
An analysis of the theories of Friedrich Wilhelm August Froebel in developing the kindergarten system.
813 words (approx. 3.3 pages), 3 sources, MLA, AU$ 35.95
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Abstract
This paper discusses Friedrich Wilhelm August Froebel who was the pioneer of the kindergarten system. The paper focuses on the way that Froebel highlighted the significance of play, theorizing that it is the elementary engagement with the world that provides understanding. It also suggest that it was his desire to teach children by enhancing their natural tendencies, and focusing on their developmental stage as opposed to the traditional methods of the day which treated young children as small adults.
From the Paper
"Though not without some opposition, the acceptance of Kindergarten was rather swift and spread quickly across Germany. Froebel began inspiring numerous people across the nation to open Kindergartens or train as teachers of Kindergarten by lecturing on his educational system and encouraging the production of his "gifts". At around 1850 there were more than 50 Kindergartens across Germany (Weston 114). In another far-reaching development, Froebel began training women to be Kindergarten educators. It was this move that would develop some of Froebel's most dedicated and influential followers, including Bertha Ronge and her sister, Margarethe, who brought Kindergartens to England and to the United States, respectively."
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The Impact of Head Start Programs, 2007.
A literature review on the impact of head start programs on kindergarten readiness.
1,056 words (approx. 4.2 pages), 14 sources, MLA, AU$ 46.95
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Abstract
This paper analyzes the impact of head start programs on the preschooler's cognitive skills, math skills and language and literacy skills when entering kindergarten. The paper reviews various articles discussing the success of head start programs and provides the results found in each study. It discusses the implications of the research findings.
From the Paper
"This report relates the fact that the children who attend Head Start are lagging behind others in school readiness and that this is believed to be due to the fact that some of these programs are not of the quality needed to "maximize children's growth in language, cognitive and social skills. Technical assistance and support for local programs are needed to assure that Head Start teachers use effective instructional practices likely to promote school readiness." (Secretary of Health and Human Services Advisory Committee on Head Start Accountability and Educational Performance Measures Final Report, 2007) The Early Head Start Research and Evaluation project is stated to be a "rigorous, large-scale, random-assignment evaluation of Early Head Start designed to carry out the recommendation of the Advisory Committee on Services for Families with Infants and Toddlers for a strong research and evaluation component to support continuous improvement within the Early Head Start program." (Administration for Children and Families, 2007)"
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Children's Drawings, 2007.
A review the article "Representations of the Child's Social Behavior and Attachment to the Kindergarten Teacher in Their Drawing," by Zlatka Cugmas.
913 words (approx. 3.7 pages), 1 source, MLA, AU$ 40.95
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Abstract
This paper reviews the article "Representations of the Child's Social Behavior and Attachment to the Kindergarten Teacher in Their Drawing", written by Zlatka Cugmas. The paper discusses the findings of the study that examined children's drawings in order to determine whether a significant attachment relationship can exist between a child and a caregiver that is non-maternal. It discusses the methods, results and discussion of the study, as well as reviews the strengths and significance of the study.
From the Paper
"The discussion in the article indicated that the use of drawings as a representation of what type of social behavior a child has appeared to be very logical and realistic when determining what type of attachment these children have to their kindergarten teacher. However, there are limitations to this particular type of research that are also important to note. One concern was that this type of study may not apply to children as they get older, since the older children in the study drew differently and in better proportion than the younger children. Another limitation and concern for the study was that all of the information that was gathered about the behavior of the children came only from one source - their teacher. This produces a "halo" effect that indicates that future study should include the observations and understandings of other competent individuals to get a clear picture of the issue."
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Skillstreaming, 1997.
Examines theory & techniques of program teaching social skills to preschool & kindergarten children.
1,125 words (approx. 4.5 pages), 7 sources, AU$ 49.95
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From the Paper
"SKILLSTREAMING FOR PRESCHOOL AND KINDERGARTEN STUDENTS
Background
The purpose of this paper is to describe and discuss McGinnis and Goldstein's (1990) program Skillstreaming in early childhood: Teaching prosocial skills to the preschool and kindergarten child. In this regard, skillstreaming can be defined as a set of instructional methods and strategies designed to promote social behaviors. The skillstreaming program was developed by the authors based on the assumption that it is important for educators to provide students with instruction in problem-reducing and problem-avoiding prosocial and affective skills.
While skillstreaming programs are available for students of diverse ages, McGinnis and Goldstein (1990) state that beginning.."
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