Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Developmentally Appropriate… | 3 |
| Grade 1 | 3 |
| School Readiness | 3 |
| Academic Achievement | 2 |
| Kindergarten | 2 |
| Preschool Education | 2 |
| Primary Education | 2 |
| Blacks | 1 |
| Classroom Techniques | 1 |
| Disadvantaged Youth | 1 |
| Early Experience | 1 |
| More ▼ | |
Source
| Early Childhood Research… | 3 |
Author
| Barnett, W. Steve | 1 |
| Frede, Ellen | 1 |
| Huffman, Loreen R. | 1 |
| Rao, Nirmala | 1 |
| Speer, Paul W. | 1 |
| Sun, Jin | 1 |
| Zhang, Li | 1 |
| Zhou, Jing | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Preschool Education | 1 |
Audience
Location
| China | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkRao, Nirmala; Sun, Jin; Zhou, Jing; Zhang, Li – Early Childhood Research Quarterly, 2012
Two studies examined the relationship between preschool experiences and the early academic achievement of rural Chinese children. In both Study 1 (n = 165) and Study 2 (n = 205), the school preparedness, and the literacy and mathematics attainment of first graders with different preschool experiences (kindergarten, separate pre-primary class,…
Descriptors: School Readiness, Preschool Education, Educational Attainment, Foreign Countries
Peer reviewedFrede, Ellen; Barnett, W. Steve – Early Childhood Research Quarterly, 1992
Examined the effects of attendance at a large-scale public school preschool program on children's school-related skills and the relationship of elements of program quality to the program's efficacy. Found that the program provided developmentally appropriate experiences for disadvantaged young children that contributed to increased skills in first…
Descriptors: Academic Achievement, Developmentally Appropriate Practices, Disadvantaged Youth, Grade 1
Peer reviewedHuffman, Loreen R.; Speer, Paul W. – Early Childhood Research Quarterly, 2000
Examined the effect of developmentally appropriate teaching practices on academic achievement of kindergarten and first-grade children participating in the Head Start/Public School Transition Project. Found that achievement was significantly higher in the more developmentally appropriate classrooms for letter/word identification and applied…
Descriptors: Academic Achievement, Blacks, Classroom Techniques, Developmentally Appropriate Practices
