EDUC – 6163
Research that Benefits Children and Families—Uplifting Stories
The research I would like to share is ‘Children’s Growth and Classroom Experiences in Georgia’s Pre-K Program’ (decal). I would like to share this because my Pre-K classroom participated in this research and a prior one done in 2008-2009. Bright From the Start Department of Early Care and Learning conducted an “evaluation study from 2011-2012 which included observations and assessment of classroom quality in a random sample of 100 Georgia’s Pre-K classrooms and assessments of the language, literacy, math, general knowledge, and behavioral skills of a sample of 509 children attending these classrooms over the pre-k program year”(decal).
This research evaluated the following primary questions: “What are the outcomes for children attending Georgia’s Pre-K Program? What factors predict better outcomes for children? What is the quality of Georgia’s Pre-K classrooms” (decal)? The evaluation was done by researchers of The University of North Carolina at Chapel Hill. For this research all Pre-K programs were sent permission letters (Opt out Forms) to distribute to parents in the event that that particular program was selected in the random pick. About “4.3% (94 of 2,179 eligible children) returned the forms indicating that they declined to allow their children to participate in the evaluation study, including all children in one of the 100 originally selected classrooms”(decal). About 99 classrooms were selected and observers showed up at the center and did the evaluation on an average day of the pre-k classroom. Administrators, teachers and students were interviewed and the classroom was assessed using the ECERS- rating” (decal.ga.us). Individual assessment was done on about 6 children per classroom to collect data
They research showed a “significant growth in children across all domains of learning; that Spanish speaking learners showed growth in skills in both English and Spanish; overall quality of classroom practices was in the medium quality range as measured by the ECERS-R rating scale; teachers-child interaction were stronger and the program in general did well in the quality of classroom practices. The conclusion of the research indicated that. Compared to a study involving a 2008–2009 sample of Georgia’s Pre-K classrooms, the 2011–2012 sample showed gains in Instructional Support consistent with the emphasis of quality improvement efforts, although there were slight decreases in other areas”(decal).
My Pre-K classroom did great and I believe it was because I hired a new teacher with a higher degree and a better understanding of the goals and objectives for the program. I also hired a bilingual assistant teacher who was very helping to the children and families that only spoke Spanish. The researchers recommendation “related to improving quality and further enhancing children’s acquisition of skills pertain to reduction of class size and the addition of bilingual supports during children’s classroom expe¬riences”(decal). The end results “suggest that as a universal program, Georgia’s Pre-K Program can offer a beneficial experience for all children” (decal)
References
http://decal.ga.gov
Maxwell, K. L., Early, D. M., Bryant, D., Kraus, S., Hume, K., & Crawford, G. (2009). Georgia
study of early care and education: Findings from Georgia’s Pre-K Program. Chapel Hill:
The Uni¬versity of North Carolina, FPG Child Development Institute.
Peisner-Feinberg, E. S., Schaaf, J. M., & LaForett, D. R. (2013). Chil¬dren’s growth and
classroom experiences in Georgia’s Pre-K Program: Findings from the 2011-2012
evaluation study executive sum¬mary. Chapel Hill: The University of North Carolina,
FPG Child Development Institute.
The Executive Summary and full report of this study are available at
http://fpg.unc.edu/projects/georgia-pre-kindergarten-evaluation or at
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