The effects of preschool education on children's academic development and socialization in primary grades.

摘要

Throughout the past 200 years many have questioned the value of preschool education and what role this early education plays in subsequent academic achievement and socialization in the primary grades. When deciding whether or not to send their children to preschool, many parents cite socialization as a key factor in their decision.;The purpose of this research was to identify what behavioral and socialization influences a preschool education had on kindergarten and third grade students. The study answered the question, “Are there significant differences in social and emotional development scores indicated on school report cards among kindergarten students who attended preschool or daycare for a minimum of one year and those who did not attend preschool or day care?” A second aspect of the study looked at whether or not there were significant differences in social and emotional development scores on school report cards among third grade students who attended preschool or day care for a minimum of one year when compared with those who did not attend preschool or day care. The third focus of the study determined if there are contributing factors that parents of kindergarten and third grade students perceive to be important when deciding whether to send their children to preschool or day care. Finally, the study answered the question, “Are there differences in factors considered by kindergarten and third grade parents who decided to send their children to preschool or day care for a minimum of one year when compared with those who did not?”;A survey was sent to 256 parents of kindergarten students and 319 third grade parents in the Exeter Township School District, Reading, Pennsylvania. The purpose of the survey was to determine the reasons why parents send or do not send their child to preschool or day care. Parents were asked to respond to statements on a questionnaire which contained demographic information and questions as to whether or not the child attended preschool or day care. The second part of the survey consisted of a likert scale that asked parents to answer a series of questions directed to their reasons for sending or not sending their child to preschool. A frequency distribution of the responses to items on the survey was analyzed. Central tendency and variability statistics were also presented.;Significant difference in social and emotional development scores on school report cards does not exist between kindergarten or third grade students who attended preschool or day care for a minimum of one year and those who did not attend either preschool or day care. When deciding whether to send their child to preschool or day care respondents rated social interaction with children, academic readiness and language/verbal skills most important. No significant differences were found in factors considered by kindergarten and third grade parents who decided to send their children to preschool or day care for a minimum of one year when compared with those who did not. There were two significant main effects for the following independent variables: preschool choice, necessary academic skills and positive interaction with peers in kindergarten.