Schooling effects on preschoolers' self-regulation, early literacy, and language growth

Lori E. Skibbe, Carol McDonald Connor, Frederick J. Morrison, Abigail M. Jewkes

Research output: Contribution to journalArticle

67 Citations (Scopus)

Abstract

The present study examined the influence of schooling during children's first and second years of preschool for children who experienced different amounts of preschool (i.e., one or two years), but who were essentially the same chronological age. Children (n= 76) were tested in the fall and spring of the school year using measures of self-regulation, decoding, letter knowledge, and vocabulary. Using hierarchical linear modeling (HLM), preschool was not associated with children's development of self-regulation in either year. For decoding and letter knowledge, children finishing their second year of preschool had higher scores, although both groups of children grew similarly during the school year. Thus, our results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool). Finally, children's chronological age, and not whether they experienced one versus two years of preschool, predicted children's vocabulary and self-regulation outcomes. Implications for preschool curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning.

Original languageEnglish (US)
Pages (from-to)42-49
Number of pages8
JournalEarly Childhood Research Quarterly
Volume26
Issue number1
DOIs
StatePublished - 2011
Externally publishedYes

Fingerprint

self-regulation
Language
literacy
Growth
language
Vocabulary
Preschool Children
Learning
vocabulary
preschool curriculum
Child Development
knowledge
Curriculum
Self-Control
Literacy
preschool child
kindergarten
school
learning
instruction

Keywords

  • Literacy
  • Schooling
  • Self-regulation
  • Vocabulary

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Sociology and Political Science

Cite this

Schooling effects on preschoolers' self-regulation, early literacy, and language growth. / Skibbe, Lori E.; Connor, Carol McDonald; Morrison, Frederick J.; Jewkes, Abigail M.

In: Early Childhood Research Quarterly, Vol. 26, No. 1, 2011, p. 42-49.

Research output: Contribution to journalArticle

Skibbe, Lori E. ; Connor, Carol McDonald ; Morrison, Frederick J. ; Jewkes, Abigail M. / Schooling effects on preschoolers' self-regulation, early literacy, and language growth. In: Early Childhood Research Quarterly. 2011 ; Vol. 26, No. 1. pp. 42-49.
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