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