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Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.

ABSTRACT: IMPORTANCE:Early childhood interventions have demonstrated positive effects on well-being. Whether full-day vs part-day attendance improves outcomes is unknown. OBJECTIVE:To evaluate the association between a full- vs part-day early childhood program and school readiness, attendance, and parent involvement. DESIGN, SETTING, AND PARTICIPANTS:End-of-preschool follow-up of a nonrandomized, matched-group cohort of predominantly low-income, ethnic minority children enrolled in the Child-Parent Centers (CPC) for the full day (7 hours; n?=?409) or part day (3 hours on average; n?=?573) in the 2012-2013 school year in 11 schools in Chicago, Illinois. INTERVENTION:The Midwest CPC Education Program provides comprehensive instruction, family-support, and health services from preschool to third grade. MAIN OUTCOMES AND MEASURES:School readiness skills at the end of preschool, attendance and chronic absences, and parental involvement. The readiness domains in the Teaching Strategies GOLD Assessment System include a total of 49 items with a score range of 105-418. The specific domains are socioemotional with 9 items (score range, 20-81), language with 6 items (score range, 15-54), literacy with 12 items (score range, 9-104), math with 7 items (score, 8-60), physical health with 5 items (score range, 14-45), and cognitive development with 10 items (score range, 18-90). RESULTS:Full-day preschool participants had higher scores than part-day peers on socioemotional development (58.6 vs 54.5; difference, 4.1; 95% CI, 0.5-7.6; P?=?.03), language (39.9 vs 37.3; difference, 2.6; 95% CI, 0.6-4.6; P?=?.01), math (40.0 vs 36.4; difference, 3.6; 95% CI, 0.5-6.7; P?=?.02), physical health (35.5 vs 33.6; difference, 1.9; 95% CI, 0.5-3.2; P?=?.006), and the total score (298.1 vs 278.2; difference, 19.9; 95% CI, 1.2-38.4; P?=?.04). Literacy (64.5 vs 58.6; difference, 5.9; 95% CI, -0.07 to 12.4; P?=?.08) and cognitive development (59.7 vs 57.7; difference, 2.0; 95% CI, -2.4 to 6.3; P?=?.38) were not significant. Full-day preschool graduates also had higher rates of attendance (85.9% vs 80.4%; difference, 5.5; 95% CI, 2.6-8.4; P?=?.001) and lower rates of chronic absences (?10% days missed; 53.0% vs 71.6%; difference, -18.6; 95% CI, -28.5 to -8.7; P?=?.001; ?20% days missed; 21.2% vs 38.8%; difference -17.6%; 95% CI, -25.6 to -9.7; P?

SUBMITTER: Reynolds AJ

PROVIDER: S-EPMC4505551 | biostudies-literature | 2014 Nov

REPOSITORIES: biostudies-literature

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Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.

Reynolds Arthur J AJ Richardson Brandt A BA Hayakawa Momoko M Lease Erin M EM Warner-Richter Mallory M Englund Michelle M MM Ou Suh-Ruu SR Sullivan Molly M

JAMA 20141101 20

<h4>Importance</h4>Early childhood interventions have demonstrated positive effects on well-being. Whether full-day vs part-day attendance improves outcomes is unknown.<h4>Objective</h4>To evaluate the association between a full- vs part-day early childhood program and school readiness, attendance, and parent involvement.<h4>Design, setting, and participants</h4>End-of-preschool follow-up of a nonrandomized, matched-group cohort of predominantly low-income, ethnic minority children enrolled in t ...[more]

PMID: 25423219

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Project description:PurposeSchools and organized sports both offer great chances to promote physical activity among children. Full-day schools particularly allow for extensive participation in extra-curricular physical activities. However, due to time reasons, full-day schools may also prevent children from engagement in organized sports outside school. There is only little national and international research addressing the possible competition of full-day schools and providers of organized sports outside school and the potential effects on children's physical activity behavior. In Germany's educational system, a transformation towards more full-day schools is currently taking place. The existence of both, half-day and full-day schools, gave occasion to the following research question: Do students attending half-day and full-day school differ with respect to a) sports club membership rate and b) weekly amount of sports club training?MethodsData were collected in eleven German primary schools. Selected schools offered both half-day and full-day (minimum three days/week with at least seven hours) care. 372 students' data (grades 1-4; N = 153 half-day, N = 219 full-day; 47.4% male, 8.8±1.2y) were eligible for analyses. We assessed sports club membership and weekly training duration via questionnaire. Statistical analyses included Chi-square and Mann-Whitney-U-Tests.Results83% of half-day school students and 67% of full-day school students were sports club members (?2(1) = 12.31, p<.001). Weekly duration of training in sports clubs among sports club members (N = 266) also differed between the groups (mdn = 150 min in half-day, mdn = 120 min in full-day school students; z = -2.37, p = .018). Additional analyses stratified for age and gender showed similar results.ConclusionPrimary school students attending full-day schools engage less in organized sports outside school than half-day school students, regardless of age and gender. Future studies should examine if the detected lower engagement in sports club physical activity is compensated by physical activities in other settings such as school or non-organized leisure time.

Project description:ImportanceHome visiting programs targeting the school readiness of preschool children (age range, 4-5 years) show promise in short-term and quasi-experimental studies but rarely are evaluated with rigorous designs and follow-up assessments.ObjectivesTo examine the sustained effects of a preschool home visiting program on child and family competencies and on child need for services 4 years later.Design, setting, and participantsIn a randomized clinical trial, individual families with preschool children were assigned to receive the Research-Based and Developmentally Informed-Parent home visiting program (REDI-P) (intervention group) or math home learning games in the mail (control group). Follow-up assessments occurred in third grade. Families were recruited from 24 Head Start centers in 3 Pennsylvania counties serving rural and urban areas. Four-year-old children from 200 low-income families participated. Families were recruited in fall 2008 and fall 2009. The follow-up data used were collected in spring 2013 and spring 2014. The analyses were conducted in 2016 to 2017.InterventionsREDI-P visits followed a well-specified curriculum, with 10 home visits during preschool and 6 booster visits in kindergarten. Parents received coaching to enhance parent-child relationships and home learning materials to support child development and school readiness.Main outcomes and measuresIntervention focused on boosting competencies in academic performance and social-emotional adjustment and reducing child problems at home. Direct assessments, teacher ratings, and parent reports were collected. In addition, third-grade teachers recorded all services that children needed and received at school.ResultsTwo hundred participating children (110 [55.0%] white, 52 [26.0%] black, and 38 [19.0%] Latino; 112 [56.0%] male) had a mean (SD) age of 4.45 (0.29) years at the start of intervention. Third-grade outcomes were available for 153 (76.5%) of the initial sample and revealed statistically significant effects on multiple measures in each competency domain. In addition, REDI-P reduced child need for educational and mental health services at school. Significant effect sizes were small to moderate, averaging approximately one-third of 1 SD (Cohen d = 0.27 to 0.45). Mediation models demonstrated that intervention effects on services were accounted for by intervention effects on the targeted competencies.Conclusions and relevanceREDI-P produced sustained benefits evident 4 years after intervention, significantly reducing child need for school services. The results of this study appear to validate the value of preschool home visiting as a strategy to help close the gap in school readiness and child well-being associated with poverty.

Project description:PurposeThis study explores the association between the duration and variation of infant sleep trajectories and subsequent cognitive school readiness at 48-50 months.MethodsParticipants were 288 multi-ethnic children, within the Growing Up in Singapore Towards healthy Outcomes (GUSTO) cohort. Caregiver-reported total, night and day sleep durations were obtained at 3, 6, 9, 12, 18, 24 using the Brief Infant Sleep Questionnaire and 54 months using the Child Sleep Habits Questionnaire. Total, night and day sleep trajectories with varying durations (short, moderate, or long) and variability (consistent or variable; defined by standard errors) were identified. The cognitive school readiness test battery was administered when the children were between 48 and 50 months old. Both unadjusted adjusted analysis of variance models and adjusted analysis of covariance models (for confounders) were performed to assess associations between sleep trajectories and individual school readiness tests in the domains of language, numeracy, general cognition and memory.ResultsIn the unadjusted models, children with short variable total sleep trajectories had poorer performance on language tests compared to those with longer and more consistent trajectories. In both unadjusted and adjusted models, children with short variable night sleep trajectories had poorer numeracy knowledge compared to their counterparts with long consistent night sleep trajectories. There were no equivalent associations between sleep trajectories and school readiness performance for tests in the general cognition or memory domains. There were no significant findings for day sleep trajectories.ConclusionFindings suggest that individual differences in longitudinal sleep duration patterns from as early as 3 months of age may be associated with language and numeracy aspects of school readiness at 48-50 months of age. This is important, as early school readiness, particularly the domains of language and mathematics, is a key predictor of subsequent academic achievement.

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Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.

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Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement.

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