Effects of the participation in early childhood education on kindergarteners' language and literacy skills.

摘要

The purpose of this action research project was to determine if Early Childhood Education had a positive impact on language and literacy skills of kindergarten students and to determine what kindergarten teachers' perceptions were regarding the reading skills of these students. The sample included 67 kindergarten students and 3 kindergarten teachers in Southwest Minnesota. The researcher gathered kindergarten students' scores on the Language and Literacy portion of the Work Sampling System and interviewed kindergarten teachers. Data analysis involved descriptive statistics and inferential statistics using the t test for independent samples. Students' scores in the fall, winter, and spring were compared based on whether or not the students had any Early Childhood Education. Students who had Early Childhood Education scored significantly higher in the winter and spring and increased their scores significantly higher from fall to spring than students who had not had Early Childhood Education. Parents, teachers, and government officials will benefit from this study.