Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a sure start preschool sample
Authors: Ford, R.M., McDougall, S.J.P. and Evans, D.
Journal: British Journal of Psychology
Volume: 100
Issue: 4
Pages: 773-797
ISSN: 2044-8295
DOI: 10.1348/000712609X406762
Abstract:Thirty preschoolers from low-income families participated in a 12-month intervention programme, funded by Sure Start, which engaged them in scaffolded educational activities delivered at home by their mothers. Immediately following the programme, the intervention group outperformed matched controls in tests of academic knowledge, receptive vocabulary, and inhibitory control, but not short-term memory or theory of mind. Teachers' ratings of children's capabilities upon school entry favoured the intervention group, especially in terms of listening, responding, writing, mathematics, and personal/social skills. Superior inhibitory control, short-term memory, and numerical skills were associated with higher ratings whereas theory of mind made a unique, negative contribution to responding. We discuss the implications of these findings for efforts to nurture the development of cognitive self-regulation and school readiness during early childhood. © 2009 The British Psychological Society.
Source: Scopus
Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample.
Authors: Ford, R.M., McDougall, S.J.P. and Evans, D.
Journal: Br J Psychol
Volume: 100
Issue: Pt 4
Pages: 773-797
eISSN: 2044-8295
DOI: 10.1348/000712609X406762
Abstract:Thirty preschoolers from low-income families participated in a 12-month intervention programme, funded by Sure Start, which engaged them in scaffolded educational activities delivered at home by their mothers. Immediately following the programme, the intervention group outperformed matched controls in tests of academic knowledge, receptive vocabulary, and inhibitory control, but not short-term memory or theory of mind. Teachers' ratings of children's capabilities upon school entry favoured the intervention group, especially in terms of listening, responding, writing, mathematics, and personal/social skills. Superior inhibitory control, short-term memory, and numerical skills were associated with higher ratings whereas theory of mind made a unique, negative contribution to responding. We discuss the implications of these findings for efforts to nurture the development of cognitive self-regulation and school readiness during early childhood.
Source: PubMed
Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample
Authors: Ford, R.M., McDougall, S.J.P. and Evans, D.
Journal: BRITISH JOURNAL OF PSYCHOLOGY
Volume: 100
Pages: 773-797
eISSN: 2044-8295
ISSN: 0007-1269
DOI: 10.1348/000712609X406762
Source: Web of Science (Lite)
Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample
Authors: Ford, R., McDougall, S. and Evans, D.
Journal: British Journal of Psychology
Volume: 100
Pages: 773-797
ISSN: 0007-1269
DOI: 10.1348/000712609X406762
Abstract:Thirty preschoolers from low-income families participated in a 12-month intervention programme, funded by Sure Start, which engaged them in scaffolded educational activities delivered at home by their mothers. Immediately following the programme, the intervention group outperformed matched controls in tests of academic knowledge, receptive vocabulary, and inhibitory control, but not short-term memory or theory of mind. Teachers' ratings of children's capabilities upon school entry favoured the intervention group, especially in terms of listening, responding, writing, mathematics, and personal/social skills. Superior inhibitory control, short-term memory, and numerical skills were associated with higher ratings whereas theory of mind made a unique, negative contribution to responding. We discuss the implications of these findings for efforts to nurture the development of cognitive self-regulation and school readiness during early childhood.
Source: Manual
Preferred by: Sine McDougall
Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample.
Authors: Ford, R.M., McDougall, S.J.P. and Evans, D.
Journal: British journal of psychology (London, England : 1953)
Volume: 100
Issue: Pt 4
Pages: 773-797
eISSN: 2044-8295
ISSN: 0007-1269
DOI: 10.1348/000712609x406762
Abstract:Thirty preschoolers from low-income families participated in a 12-month intervention programme, funded by Sure Start, which engaged them in scaffolded educational activities delivered at home by their mothers. Immediately following the programme, the intervention group outperformed matched controls in tests of academic knowledge, receptive vocabulary, and inhibitory control, but not short-term memory or theory of mind. Teachers' ratings of children's capabilities upon school entry favoured the intervention group, especially in terms of listening, responding, writing, mathematics, and personal/social skills. Superior inhibitory control, short-term memory, and numerical skills were associated with higher ratings whereas theory of mind made a unique, negative contribution to responding. We discuss the implications of these findings for efforts to nurture the development of cognitive self-regulation and school readiness during early childhood.
Source: Europe PubMed Central