Recent accounts suggest that accountability pressures have trickled down into the early elementary grades, and that kindergarten today is characterized by a heightened focus on academic skills. This paper documents substantial changes in kindergarten classrooms between 1998 and 2006, using two large nationally-representative data sets. Nearly all measures examined changed substantially over this period, and always in the direction consistent with a heightened academic focus. While in 1998, 31 percent of kindergarten teachers indicated that most children should learn to read in kindergarten, in 2006 65 percent of teachers agreed with this statement. Time on literacy rose by 25 percent from roughly 5.5 to 7 hours per week and exposure to social studies, science, music, art and physical education all dropped.
Is Kindergarten the New First Grade? The Changing Nature of Kindergarten in the Age of Accountability
Bassok, D. and Rorem, A. (2014). Is Kindergarten the New First Grade? The Changing Nature of Kindergarten in the Age of Accountability. EdPolicy Works, University of Virginia.
Effects of Reading to Infants and Toddlers on Their Early Language Development
Dunst, Carl J.; Simkus, Andrew; Hamby, Deborah W. (2012). Effects of Reading to Infants and Toddlers on Their Early Language Development. CELLreviews 5(4), Asheville, NC: Orelena Hawks Puckett Institute.
The effects of reading to infants and toddlers were examined in a meta-analysis of six intervention studies including 408 participants. Results indicated that interventions were effective in promoting the children's expressive and receptive language. The benefits of the interventions increased the earlier the interventions were started and the longer they were implemented. Implications of the findings for research and practice are described.
Pioneering Literacy in the Digital Wild West: Empowering Parents and Educators
Guernsey, L., Levine, M., Chiong, C. Stevens, M. (2012). Pioneering Literacy in the Digital Wild West: Empowering Parents and Educators. Washington DC: The Campaign for Grade-Level Reading.
Digital apps designed to teach young children to read are an increasingly large share of the market, but parents and educators have little to no information about whether and how they work. Produced as part of a collaboration between the Campaign for Grade-Level Reading, the New America Foundation, and the Joan Ganz Cooney Center at Sesame Workshop, this report scans the market of digital products and shares promising practices and programs.
30 Year Follow-up Study Shows Benefits of High Quality Early Childhood Care and Education
Campbell, F. A., Pungello, E. P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B. H., Barbarin, O. A., Sparling, J. J., and Ramey, C.T. (2012) Adult outcomes as a function of an early childhood educational program: An Abecedarian Project follow-up. Developmental Psychology.
New findings from the long-running, highly regarded Abecedarian Project, led by the FPG Child Development Institute at the University of North Carolina at Chapel Hill show that adults who participated in the high quality early childhood education program in the 1970s are still benefitting in a variety of ways. For example, at age 30, Abecedarian Project participants had significantly more years of education than the control group and were four times more likely to have earned college degrees (23% of participants compared to only 6% of the control group).
Starting Out Right: Pre-K and Kindergarten
Hull, Jim. Starting Out Right: Pre-K and Kindergarten. 2011 The Center for Public Education: Alexandria, VA
The report looks at the effect of various combinations of pre-k and kindergarten on third grade reading skills, a key predictor of future academic success. Findings show that children who attend pre-k and half-day kindergarten are more likely to have higher reading skills by the third grade than those who attend full-day kindergarten alone. The impact was greatest for Hispanic children, black children, English Language Learners, and children from low-income families.
Getting Reading Right from the Start: Effective Early Literacy Interventions
Hiebert, E.H., & Taylor, B.M. (1994). Getting reading right from the start: Effective early literacy interventions. Boston: Allyn & Bacon.
This edited book brings together descriptions of seven literacy intervention programs used by experts to prevent early reading failure in grades K-1. Programs focus on story book reading and writing with attention to word-level strategies, and are developmental, not remedial. Early childhood literacy, diagnosis and treatment of reading difficulties.