Parent-delivered compensatory education for children at risk of educational failure: Improving the academic and self-regulatory skills of a Sure Start preschool sample.
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.
Ford
Ruth M
RM
Griffith University, Brisbane, Australia. r.ford@griffith.edu.au
McDougall
Sine J P
SJ
Evans
Daphne
D
D001288:Attention; D002675:Child, Preschool; D003479:Curriculum; D018479:Early Intervention, Educational; D005260:Female; D006801:Humans; D007266:Inhibition, Psychological; D007389:Internal-External Control; D008297:Male; D055641:Mathematical Concepts; D008570:Memory, Short-Term; D009035:Mothers / Q000523:psychology*; D010043:Outcome and Process Assessment, Health Care; D018187:Personal Construct Theory; D011932:Reading; D012951:Socialization; D014477:Underachievement; D014825:Vocabulary; D035862:Vulnerable Populations / Q000523:psychology*; D014852:Wales; D014956:Writing