This paper discusses the theory based on the problem of finding the benefits of prekindergarten on literacy is grounded in the Piaget's theory of Cognitive Constructivism and Vygotsky's Social Constructivism theory (Wans, Cockcroft, & Duncan, 2009; Woolfolk, 2006). …
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The paper tells that Assel, Landry, Swank, and Gunnewig (2007) conducted an investigation to prove that American pre-school children lack sufficiency in language and literary skills to move forward to kindergarten. Prior to conducting this, they have their reference from two language and literacy curricula. In order to justify their point, Assel, Landry, Swank and Gunnewig created a pre and post-test design and initiated them to 603 children as chosen respondents plus a control group. In the data analysis, they formulated a multilevel growth curve modeling having child outcomes as dependent variables, while child’s level performance and rate of growth between pre and post test as independent variables. Based on the result, compared to those in the control group, the skills of children under language and literacy curricula have significant improvement. Thus, the proponents concluded that a well-specified curriculum in prekindergarten programs has a substantial impact on children’s learning.
In conclusion, it is obvious that prekindergarten programs have remarkable impacts on children’s literacy. However, understanding this aspect requires careful evaluation of the subject matter itself. The entire issue is not only confined in the actual evaluation of children’s literacy skills but including their environment and especially the entire prekindergarten program itself. At this point, it would be remarkable to consider the most obvious about how prekindergarten programs could be maximized for children’s literacy benefits.
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“Literature Review for Research on Benefits of Prekindergarten Programs Essay”, n.d. https://studentshare.org/education/1453330-literature-review-for-research-on-benefits-of-prekindergarten-programs-on-literacy-readiness.
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