Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills

Christina Weiland, Hirokazu Yoshikawa

Research output: Contribution to journalArticle

Abstract

Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways.

Original languageEnglish (US)
Pages (from-to)2112-2130
Number of pages19
JournalChild Development
Volume84
Issue number6
DOIs
StatePublished - Nov 2013

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Child Language
Mathematics
Executive Function
literacy
mathematics
language
school readiness
Administrative Personnel
Curriculum
coaching
Emotions
Language
emotion
Literacy
district
curriculum
school

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Pediatrics, Perinatology, and Child Health
  • Education

Cite this

Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. / Weiland, Christina; Yoshikawa, Hirokazu.

In: Child Development, Vol. 84, No. 6, 11.2013, p. 2112-2130.

Research output: Contribution to journalArticle

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