preschool education options

8/13/2019 Preschool Education Options

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7Research in Rural ducation Volume 1, Number 1, 1982

n ssessment Preschool ducation Optionsfor Rural and Small Village reasW LTER E. S WYER2 N JE N C. S WYER3

The purpose of the study was to determine the effects of four preschool experiences on seven readiness skill areas. The preschoolexperiences included no treatment, a home based program, a formal preschool program, and a combination of the latter twoprograms. The sevendependent variable readinessskillswereverbal memory, fine motor skill(draw a design), numericalmemory,conceptual grouping, gross motor skill (leg coordination), a composite of the five areas and receptive language. Analyses of. variance and Scheffe procedures were used to analyze data. The group receiving the combination program differed positivelyand significantly from the other groups in both numerical memory and conceptual grouping. A similar finding was observedin conceptual grouping for the home based program group. It was concluded that a cooperative home/school bond is important for improving preschool readiness skills. It was further concluded that a home based program can provide importantexperiences related to child development in geographical areas where formal preschool programs are not available.

Families residing in small villages and rural areas ofthe country generally have fewer educational alternativesavailable for their preschool children than their urban andsuburban counterparts. Not only are preschools andnursery schools fewer in number and less accessible, buteducational television programming mayor may notexist. As a result, children entering schools in rural areasmay possess fewer academic readiness skills than theirpeers residing in higher population density regions. Sinceeducational gaps are often difficult to reduce oncechildren have entered schools, alternative preschooleducational experiencesshould be investigated to developsolutions to this problem. While istrue that rural areassometimes do possess some type of preschool or nurseryschool programming, it is equally true that this is oftennot the case. Therefore, research should address bothpossibilities.The purpose of the present study was to determine theeffects of four different types of preschool experienceson a variety of readiness skills. The preschool experiencesincluded no preschool or nursery school program, a homebased program, a formal preschool program and a combination home based/formal preschool program. All possibilities were investigated in a small village setting. Thereadiness skills used as dependent variables for the studyincluded verbal memory, fine motor skills (draw a design), numerical memory, basic concepts (conceptualgrouping), gross motor skills (legcoordination), a composite of these five and receptive language. It washypothesized that any of the three programs would provide experiences which would enable students todemonstrate significantly greater readiness skills than thegroup which received no preschool program. I t was expected that students in the group which receivedboth thehome based program and the formal preschool programwould demonstrate significantly greater readiness skillsthan each of the other three groups.

Research in the area of preschool education has increased over the past several years due, in part, to an increasing interest in identifying and remediating childrenconsidered to possess characteristics which are viewed aspredicting learning difficulties in subsequent schooling.Reynolds [9] cited an abundance of research whichdemonstrates the success of early education programswhen such programs are matched to the specific deficiencies of individual children.Many effective preschool programs have operated successfully in nonschool settings. Bronfenbrenner [2] concluded that the results of home based instruction suggestthat focusing the program directly on the parent and thechild in context can lead to meaningful improvements inthe livesof both. Two decades ago, Durkin ] conducteda study which demonstrated the effectiveness of informal reading instruction of parents of preschoolers. Morerecently, Sawyer and Sawyer [12; 13] found significantrelationships between the informal reading and languageinstruction provided by parents and a variety of readingreadiness skills which included rhyming, letter recognition, school language and listening and quantitativelanguage; this relationship was not found to exist betweenattendance at a formal preschool program and those samereadiness skills.These are not radical findings considering the resultsof a number of studies on the at tachment behavior ofpreschool children. These studies [5; 10] demonstratedpreschoolers consistent significant attachment preferencefor their mothers, even over very familiar daycare teachers, when entering new or strange situations. The instructional potential found in such situations, therefore,should come as no surprise.On the other hand, conducting research on home basedpreschool instructional programs abounds with problemsincluding participant selection, instrumentation, attritionrate of participants and research design [7]. Also, the

unding for this project was provided by U.S.Titie IV-C grant RPC 06014.2From the Waterford-Halfmoon Union Free School District, 125 Middleton Road, Waterford, New York 12188 romthe State University of New York, Department of Reading, 1400 Washington Avenue, Albany, New York 12222


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8large amount Of contact time which is generally maintained between the researcher/teacher and the parent canresult in an uni nt ende d negative effect on the l at te r interms of feelingsof dependence, passiveness, helplessnessand inadequacy [6] To address this problem, Gray andWandersman [7] recommend that research on home basedinstruction of preschoolers focus on those program swhich emphasize parent/child interaction, communication and language development, techniques which enhance the parent s sense of self-control, and a provisionwhich assists parents in working effectively with a variety of social agencies. Therefore, the problem for thisstudy was to assess a home based program by itself andin context with other programs, and which also focusedupon the specific needs of the child as recommended byReynolds [9].

ethoA sample of 90 children was used in the study. Thesample comprised the incoming kindergarten classes atpublic and private elementary schools in a small villageupstate New York school district. ata were collected atthe spring screening; the screening had a 96 participantrate in terms of the number of children who enrolled inkindergarten the following fall. During the fall prior tothe screening, 28of the children enrolled in and attendeda formal preschool program for five hours of instructionper week. The program was typical of many preschoolprograms insofar as it was structured to include languagedevelopment, number skills, basic concepts, fine andgross m ot or t rai ni ng, social development and opportunities for free play with other children.Another 14children participated in a home based program which was developed specifically for this study. A

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comprehensive description of the program is describedelsewhere [11]. The basic focus of the program was onthe development of cognitive, motor and social skillswhich would form the basis for a successful kindergartenexperience. our specific components of the programwere developed to achieve the developmental goals. Thefirst component was evaluation; each of the children wasevaluated in the areas identified as dependent variablesin the study in order to determine individual child needs.The results of this evaluation were communicated toparents in the form of specific recommendations and activities which were viewed as appropriate for eliminatingany identified deficiencies in the skill areas. The secondcomponent was a one-half day parent training program.Duri ng this session parent s were t aught how to use thematerials provided to them and also how to use the resultsof the evaluation in increasing their child s readiness skills.The third component was a learning materials kit. It wasan expandi ng envelope which c ontai ne d m any itemsfound in a kindergarten or preschool program and whichrelated directly to the activities found in the resourcebook. The final component, the resource book, wasviewed as the key to the program. described in clearnontechnical language the important objectives for eachskill area and from six to fifteen parent/child activitieswhich would assist children in mastering the objectives.The remainder of the sample was divided into twoequal groups of 24 children each. One group participatedin both the formal preschool program and the homebased pr og ra m while the o the r g ro up participated inneither program. A period of six months elapsed betweenthe commencement of the home based and forma l preschool program and the time at which post treatment datawere collected.At the spring kindergarten screening, data were ob-

Table 1Summary of Means and Standard Deviations for Four Treatment Groups and Seven Variables

TreatmentsVariables No Treatment Home Only Preschool Only Home and Preschool

N= 4 N= 4 N= 8 N= 4

Verbal Memory 20.69 22.54 22.75 23.00 6.29) 4.75) 5.04) 5.02)Draw-a-Design 5.75 5.07 6.64 6.79 2.47) 2.02) 1.89) 3.28)Numerical Memory 6.79 7.14 7.89 9.17 2.25) 1.83) 2.67) 3.73)Conceptual Grouping 6.92 8.29 7.93 9.04 2.69) 2.02) 2.29) 2.54)Leg Coordination 9.04 9.43 9.54 9.58 2.35) 1.45) 2.10) 1.74)Composite of above 5) 49.75 52.50 54.75 56.33 10.08) 7.07) 9.49) 13.93)Receptive Language 73.21 73.50 77.54 81.46 16.34) 8.05) 9.51) 8.75)


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PRES HOOL EDU TION OPTIONS 9

Results

Table Summary of Scheffe Test F-Valuesof NumericalMemory Comparisonsfor Multiple Comparisons of Four Treatment Groups

Table 1 summarizes the means and standard deviationsof the post treatment data. While it appears that childrenparticipating in both programs were superior in readinessskills to all other groups, analysis of variance ANOVAF-values were significant for only two skill areas:numerical memory and basic concepts conceptual grouping . Table 2 summarizes the ANOVA results for all sevenvariables.

tained from all children in the areas of verbal memory,fine motor skills draw-a-design , numerical memory,basic concepts conceptual grouping , gross motor skillsleg coordination , a composite of these five skills andreceptive language. The first six skills were measured using specific subtests of the McCarthy Scaleso ChildrensAbilities [8], while receptive language was measured withthe Test o Auditory Comprehension o Language [ ]

While verbal memory, fine motor skills draw-adesign , gross motor skills leg coordination , the composite and receptive language means were not significantlydifferent between groups, it should be noted that therewere differences favoring either program as opposed toneither program and that such differences were consistent across skill areas. It should also be noted that thetreatment period lasted only six months. Considering thefact that a child engages in a variety of experiences forfive years before entering elementary school, it is conceivable that a longer treatment period could producelarger and more significant differences. Even with theshort treatment period, one may conclude that non-obtrusive home based instruction in combination withformal preschool instruction is effective in achievingsignificantly greater means in numerical memory andbasic concepts conceptual grouping .Due to a number of factors, an increasing percentageof preschoolers are attending formal preschool programs[1; 12; 13]. While this is often done to provide childrenwith the academic readiness skills necessary for successful

Table 4Summary of Scheffe Test luesof Conceptual Grouping .for Multiple Comparisons of Four Treatment Groups

Discussion

Using Scheffe Tests to further analyze the initial F-values which reached significance provided additionalfindings with respect to the differences between the foursample groups. As indicated in Table 3, only the childrenwho were administered both programs scored significantly higher in numerical memory. As indicated in Table 4,similar results were obtained in the area of basic conceptsconceptual grouping ; however, the group which was administered only the home based program also scored significantly higher in this skill area than the group whichwas administered neither program.

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Table 2Summary of ANOVAF-Valuesfor Four Treatments on SevenVariables

Verbal Memory 3,86 20.52 28.69 .72 N.S.Draw-a-Design 3,86 12.19 6.25 1.95 N.S.Numerical Memory 3,86 25.16 7.81 3.22 p


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participation in a kindergarten program the findingsreported here do not support such an assumption; thisis particularly true when a high degree of parent involve-ment is not formally developed. Rather the findingsreported here lend further support to the nonsignificantfindings relating preschool attendance to readiness skilldevelopment reported earlier [12; 13].Over the past several years educators have recognizedthe importance of a cooperative home/school environ-ment. This importance as found here seems to extenddownward into the preschool years. When formal pre-school experiences are unavailable to certain childrenhowever the burden of providing the readiness skills restswith the family. appears from the data reported herethat such a responsibility is not outside of the capabilityof the family. School districts must develop methods oflow cost assistance to such families for the purpose ofdeveloping the necessary readiness skills. Research withother age levels with other skill areas and over longertreatment periods should also be conducted. Longitudinalstudies using multiple regression data analysis techniquesare attractive inasmuch as they may provide informationwhich will be both educationally effective and economi-cally effective. nany case it is imperative that schoolsin less densely populated areas attend to this problem;the school supervised home based preschool programappears to possess some promising characteris tics formeeting this need.

eferences1. Barker L. Preprimary enrollment: October 1972.Washington D.C.:U.S. Department of Health Education and Welfare 1972.

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2. Bronfenbrenner U. A report on longitudinal evaluations preschoolprograms. Is early intervention effective? Vol. 2. Washington D.C.:U.S. Department of Health Education and Welfare 1974.3. Carrow E. Test auditory comprehension language. HinghamMass.: Teaching Resources 1973.4. Durkin D. Children who read before grade one. The ReadingTeacher 1961 14 163 166.5. Farron D.C. Romey C.T. Infant daycare and attachmentbehaviors toward mother and teachers. Child Development 1979 481112 1116.6. Fein G. Sociocultural issues:Privacy needs and benevolence. Paperpresented at the meeting of the Society for Research in Child Develop-ment San Francisco March 1979.7. Gray S.S. Wandersman L.P. The methodology of home basedintervention studies: Problems and promising strategies. Child Develop-ment 1980 51 993 1009.8. McCarthy D. McCarthy scales children s abilities. N.Y.:Psychological Corporat ion 1972.9. Reynolds C.R. Should wescreenpreschoolers?Contemporary Educa-tional Psychology 1979 4 175 181.10. Ragozin A.S. Attachment behavior of daycare children: Naturalisticand laboratory observations. Child Development 1980 51 409 415.11. Sawyer W.E. Cavosie A. Virga D. Ward M.E. Getting toknow you: A parent administered preschool program. Journal theSchool Administrators Association New York State 1981 12 2 6 9.12. Sawyer W.E. Sawyer J C Preschool experiences and readingreadinessskills:Predicting the most efficient reading instruction. Educa-tional Researcher 1980 9 10.13. Sawyer W.E. Sawyer J C Relationships of preschool ex-periences and reading readiness skills: Predicting the most effecientreading instruction. Resources in Education 1981 16 121.

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