In the current education system, children’s classroom engagements and class readiness gain is a topic of concern. The article takes a closer look at “child engagement in prekindergarten classrooms.” The research work was carefully researched and published by nine researchers. The study was investigated using several children who enrolled in a public prekindergarten program that was part of the study. Consequently, data was utilized to group prekindergarten learners into groups based on their classroom engagement.
The primary question addressed by the authors is “the children’s classroom engagements and school readiness gains in prekindergarten.” It is the sole reason for the research and is the centre of all the findings. The study participants were 2 751 children enrolled in public prekindergarten programs. 49% of the children were male. Most kids were White (41%) or Latino (27%) and had an average of 4.62 years, and (58%) were from households attributed by poverty. Apparently, in the research methods, the article emphasizes classes with mainly civilian kids, and that data was from the “Nationals Centre for Early Developments and Learning Multi-state Study and the State-wide Early Education Programs Study.” In my view, I believe that the authors were just tasting hypotheses and not a particular theory. Their hypothesis was based on gains exhibited by children when classified in four groups of classroom engagements; “free play, individual instructions, group instruction, and scaffold learning.”
The research results were that free play children showed smaller gains on language and mathematics indicators than other kids. Individual instruction children made good gains on the “woodcock Johnson Applied Problems” than other kids. Lower socioeconomic children in the personal instruction profile did better than higher socioeconomic children. In general, the findings shows that student gains differed according to their grouping and that socio-demographic factors impacted students’ academic gains. From the discussion in the article, it is clear that the authors’ hypotheses were supported. The socio-demographic differences taste included penury across the class engagement and that students’ gains differed based on their grouping. Consequently, socio-demographic factors affected students’ academic gains. The author mentioned some limitations encountered during the study. For example, Researchers may have deliberately or accidentally influenced the results, and the study samples were at higher demographic risk; hence the outcomes were unclear whether it was related to the program. The authors mention the avenues for future research that could investigate whether various version of prekindergarten education are best matched for different learning domains.
After going through the article, I am confident to say that the study is absolutely applicable to the future career of an educator. Based on the findings, it is evident that various socio-demographic differences exist within prekindergartens in contemporary society. Among them is poverty status, which is rampant in the community. Consequently, it is clear that the socio-demographic differences affect student educational gains as students from higher socioeconomic status tends to gain more than lower socioeconomic children. The study is actual-life research on what the children are literary going through in various parts of the nation. Therefore, the study is relevant to the future career of an educator in that; it will open ways for an educator in future to work together with other educators in the sector of academic readiness to provide efforts to enhance school readiness among kids. The findings also will aid produce modules to educate staff on best implementations related to educational learning acts and readings to aid children get ready and excel in school. Additionally, the results will provide guidelines within the school-based curriculum to improve children’s academic gains across the classrooms. Most importantly, the results will help develop a curriculum based on the requirements of children for various socio-demographic backgrounds and other elements that might affect a child’s educational gains. Therefore, it is evident that the study findings will be relevant in the future career of an educator since they can help an educator come up with proper means to ensure that all children attain maximum academic gains in the future.
References
Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., Clifford, R. M., Early, D. M., & Barbarin, O. A. (2010). Children’s Classroom Engagement and School Readiness Gains in Prekindergarten. Child Development, 81(5), 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.x
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