Importantly, higher-quality programs produce greater gains ( Garces, Thomas, & Currie, 2002 Gormley, Gayer, Phillips, & Dawson, 2005 Howes et al., 2008). Past research has shown that participation in early learning programs can help to alleviate socioeconomic disparities in school achievement by increasing children’s academic and social readiness for formal schooling. As a result, early learning settings may vary greatly with respect to the services provided, the structure and size of the program, and the setting itself (home- or center-based). ![]() Many programs focus on both of these goals. Others are primarily concerned with meeting the child care needs of working parents. Some programs are specifically designed to provide pre-kindergarten readiness development opportunities. Consideration of teachers’ structuring of daily routines represents a valuable way to understand nuances in the provision of learning experiences for young children in the context of current views about developmentally appropriate practice and school readiness.Ĭhildren from low-income families attend a variety of early learning programs prior to kindergarten. Being in a Structured-Balanced classroom was associated with children’s language scores but profiles were not associated with measures of children’s math reasoning or socio-emotional behavior. Children in Structured-Balanced classrooms had more opportunities to engage in language and literacy and math activities, whereas children in High Free-Choice classrooms had more opportunities for gross motor and fantasy play. Daily routine profiles were associated with program type and curriculum use but not with measures of process quality. Two daily routine profiles were identified using a time-sampling coding procedure: a High Free-Choice pattern in which children spent a majority of their day engaged in child-directed free-choice activity settings combined with relatively low amounts of teacher-directed activity, and a Structured-Balanced pattern in which children spent relatively equal proportions of their day engaged in child-directed free-choice activity settings and teacher-directed small- and whole-group activities. Temperature monitoring at the Academy entrance.This paper examines activity settings and daily classroom routines experienced by 3- and 4-year-old low-income children in public center-based preschool programs, private center-based programs, and family child care homes.Limiting items brought into the Academy.Daily laundering of soft items and bedding. ![]()
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