Does Pre-education Develops Students Developing Performance In Their Next Study - Essay Example

Does Pre-education develops developing performance in their next study Literature Review Introduction This section provides information about the Pre-education role in the developing performance of students in their next studies. Pre-education is believed to play a crucial role in developing cognitive capabilities of the student towards their future performance. Researchers and experts emphasize that the skills that are developed during the childhood is a significant educational milestone for the future development of the student’s performance. Educational skills that are formally introduced and cultivated in the primary grades are considered to be effective source for the future development of their academic performance. The early success of the students is perceived as a positive life course trajectory that leads to the better academic and psychological outcomes. In addition, it is believed that the skills that are cultivated in the initial stage of the child have a longer retention and cognitive capabilities than the children who develop in late stages of their life. Kariuki, Chepchieng, Mbugua and Ngumi (2007) in their study highlight the effectiveness of early childhood education program for the development of social-emotional competencies (Kariuki, Chepchieng, Mbugua, & Ngumi, 2007). The main objective of the study is to investigate the optimum development that is developed in the early age of their life (infant up to the age of six years) and its effectiveness. The effectiveness of the study has been designed on the two main objectives 1) either the role of the teachers in the development and preparation of children towards the social-emotional competency and 2) determine the difference between preschool teachers and educational professionals skills that are required at the primary one entry. The methodology adopted for the study is the quantitative research approach as it includes random sampling from three provinces, Rift Valley, Central and eastern schools. The research design focuses on the ex-post facto to understand the interdependency of early childhood education program on the social emotional competency (Johnson & Christensen, Sampling in Quantitative, Qualitative and Mixed Research, 2008). The samples were obtained to fairly and equally represent schools and respondents of three districts (240 Pre School teachers, 120 Pre School Managers, 18 Pre School trainers) (Kariuki, Chepchieng, Mbugua, & Ngumi, 2007). The survey questionnaires of the study focus on the documentation analysis and group discussion of the data collection. Descriptive statistics and inferential statistical tools were used to analyze the data, as it provides a summary, analytical and empirical analysis about the particular sample. The findings of the study show that the majority of the teachers perceived that the Pre School children are more prepared for the academic skills but not in for the social-emotional skills, this is because of the reason that the strict curriculums of the schools do not allow teachers to meet the demands for the social-emotional skill development of the students. Therefore the teachers can be held responsible for the preparation and development of the academic performance of the students than the social-emotional. Furthermore, the results of the study illustrate that the teachers were more aware about the academic readiness, whereas the responses about the social-emotional readiness were represented low in the interview forms. The group discussion of the study highlights agreement towards the academic skills development in the pre school children at primary one entry. The study demonstrates that the pre-school curriculum and teaching is inclined towards academic skills development than the other development areas (Kariuki, Chepchieng, Mbugua, & Ngumi, 2007). Recent studies show that health and diet plays a vital role in the development of cognitive abilities of the children (Halterman, Kaczorowski, Aligne, & Auinger, 2001). Similarly a study conducted by Winter and Sass (2011) investigates the relationship between childhood obesity and obstacles pertaining to achieve high academic standards and school readiness. Several studies indicate negative relation between childhood obesity and academic performance; it has been observed that the children with the higher obese and poor dietary intake have poor readiness and learning capabilities. According to the study of Winter and Sass (2011) the rapid growth in the obesity has become one of the major concerns to attain high academic standards. Children belonging from low-income families have double tendency to have greater obesity that has widen the existing achievement gap (Winter & Sass, 2011). The main objective of the study to address the gap with the Health and Ready to Learn program, that is the early prevention model to overcome school readiness as a strategy to improve children health and increase their academic achievement. Moreover, the study studies potential relationship between the levels of health to identify effective school readiness through implementation of health promotion strategies to overcome high risk of school failure (Winter & Sass, 2011). The target participants are the low income, Latin Pre School facing health risk and educational disparities. Quantitative methodology is adopted for the research to investigate the body mass index of the children and health with respect to their academic performance. Health is designated as a primary variable and school readiness is considered to be secondary variable. Sample data were obtained for the four head start centers with regard to the demographic characteristics of the families focusing high poverty and low-income families in the central part of the city (South Texas) (Mayer, 2008). It was ensured that the all head starts followed same curriculum, teacher development and parent training program to ensure that the sample represented the majority of the population. The participants of the research were 405 children from the 4 head starts age between 3 to 5 years not significant gender difference was treated while grouping, whereas the BMI classification of the groups were made: Underweight, healthy weight, overweight and obsess to determine the academic performance of the children with the different BMI level (Winter & Sass, 2011). In order to ensure rigorous assessment of the program, the study uses the validation instruments in order to determine child outcome. In order to evaluate the different interest variables multilevel modeling was used to determine the linear growth of the participants. The results of the study support the view that the Health and Ready to Lean intervention has effective potential to prevent obesity and enhance school readiness. The findings of the multilevel models demonstrates immediate impacts of the physical activities, receptive language height has the less influence on the BMI weight. This shows that the physical activity and early prevention measure can be effective source to enhance academic performance of children. In addition, it suggests that the healthy and good dietary intake habits of the children can be effective source for their adulthood development. Moreover, poor performance of the student prevailing in the low-income families can be overcome through the implementation of program (Johnson & Christensen, Sampling in Quantitative, Qualitative and Mixed Research, 2008). One of the major strength of the research is that it makes use of the battery direct measure of child outcome with standardized procedures and valid instruments that provide normative data and the proxy report questionnaires that counters the future critics towards the research. One of the limitations of the study can be attained due to the inaccuracy of the BMI measurement of children. The findings of the study can be implicit for the future research and study major studies has provided similar objectivity towards the health and dietary intake of children for the better academic performance and learning outcomes. In the similar fashion, Femia, Zarit, Blair, Jarrot and Buno (2008) in their study evaluate the potential impacts of the intergenerational programming (IG) on the socio-emotional development, school performance, attitude and behavior towards growing adult (Femia, Zarit, Blair, Jarrott, & Buno, 2008). With the passage of time Intergenerational Programming has gained significant popularity to increase the assistant of elders and the children brought up within the single parent households (Femia, Zarit, Blair, Jarrott, & Buno, 2008). The main objective is to initiate this program is to develop emotional attachment with the society of the older people and the young generation to promote positive attitude for up bring the children (Femia, Zarit, Blair, Jarrott, & Buno, 2008). The main focus of the study is to investigate preschool experiences and young people and its potential towards the socio-emotional development among children (Femia, Zarit, Blair, Jarrott, & Buno, 2008). Comparative study has been conducted between the children who have attended Intergeneration Program and single generation program. The design of the study emphasizes on the quasi-experimental approach to determine the equivalence of the groups. In order to investigate the objective, participants belonging to similar socioeconomic background and have attended high quality program have been assessed in the study. The design was justified with the random assignment; validity of the quasi-experimental design has been used to demonstrate equivalency of the group. The hypothesis of the study has been compared with the two groups belonging to different background as a variable to determine the different outcomes. In addition, statistical control has been used in the study to analyze different variables. The study was conducted in the San Fernando Valley of California, ONE generation day care IG program, where the young people spend about 30 minutes short program with the old ages people in order to develop contact with them (McMillan & Schumacher, 2010) (ODea & Eriksen, 2010). It included different activities such as musical programs, cooking, games, storytelling etc. the major strengths of the IG program is it provides training and cross training for all levels of staff, develops daily contact sustain interaction and appeal both adults and young to participate in the IG activities. The SG comparison was selected because it provides similar high quality program for the children. The participants for the study were the children who have accomplished IG or SG programs of about 40 families. Face to face interviews were conducted with the children and one parent of each child. During the interview it was ensured that the children and parents were separately interviewed and the objective of the research were remained confidential. The interviews were finalized by sending and short mailed questionnaires to each child’s teacher. The measures that were considered during the research were the demographic characters, contact with older adult, parent attitude with the older adults, social and emotional development, developmental concept of aging, children’s attitude towards older adults, social acceptance, empathy, children’s behavior self regulation and their academic performance. The study exhibits different outcomes with the different specific measures. The findings of the study illustrates that the children that have attended IG program have showed higher level of social acceptance, greater willingness to assess older adults with a greater level of empathy with the positive behavior attitudes and ability to self regulate their behavior than the children who were engaged in SG program (Johnson & Chritensen, Qualitative Research, 2012). The limitation of the study is that it lacks the pre-post experimental design to prove its results and initial evidence depict that an IG program can provide better benefits to develop socio-emotional element among the children in their early school age. Children belonging from different backgrounds are told different stories about the life. The concepts that are built in the child’s mind in the early age may vary with the actual and real events. Alparslan, Tekkaya and Geban (2003) in their study focus on the concepts that are built in the early age of the children’s mind with the actual and scientific interpretation of the same concept. It highlights the difference between thinking and imagination a child embeds in the early age of his life than the actual representation in real life (Alparslan, Tekkaya, & Geban, 2003). The main objective of the study is to investigate the effect of conceptual change of the children’s mind aging between 16 years to 17 years regarding the understanding about the respiration. It addresses the different ideas that the children hold in their mind, often known as misconception, children science or alternative concepts regarding the understanding about the biological concepts (Alparslan, Tekkaya, & Geban, 2003). The main purpose of the research was to explore the treatment of the two modes of conceptual change instruction and traditional instruction that was provided by the teachers and educational professionals in the lectures and class discussion to determine the student’s understanding with respect to their gender of grade 11 (16-17 years) about respiration. The methodology adopted for the study includes the study of two groups having subjects of 68 aged between 16-17 grade 11 of a high school with the randomly assigned group (n=34, boys=18 and girls=16) and the control group (n=34, boys=19 and girls 15). The experimental group was taught with the change instruction techniques, whereas the controlled group was taught by traditional instruction all the children were taught by the same instructor. The participants were observed for a period of about 5 weeks with the similar instructional time, study materials and assignments (Alparslan, Tekkaya, & Geban, 2003). The data collection for the study was based on the interviews, conceptual test and science process skill test. The interview provided information about the concepts of respiration among the children. The conceptual test assessed researchers to determine student’s respiration concepts with the two tiers MCQ of ten items and the science process skill test allows identifying variables, graph interpretation, experimental design and testable hypotheses (Kamble, 2007). The students were pretested in to perceive their prior understanding towards the respiration (Alparslan, Tekkaya, & Geban, 2003). The results show that the each group had the similar understanding about respiration. Further the data was analyzed with the two-way analysis in order to understand the result in depth, that is, covariance (ANCOVA). The findings demonstrate that student’s science process skilled accounted for the variation in the respiration concept (Alparslan, Tekkaya, & Geban, 2003). The group with the conceptual change techniques depicts that the misconcepts of children were dealt in an effective manner and resulted in greater achievement in understanding about the respiration concepts (Alparslan, Tekkaya, & Geban, 2003). This shows that the children that were instructed through conceptual change instruction have a better understanding of the scientific concepts that the children that were instructed through the traditional instruction techniques. This shows that the misconception that prevails in the mind of the children is due to the lack of the implementation of conceptual framework. The method and strategy to deal with the misconception of the children plays a crucial role in the development of consciousness of the respiration among the children. The study suggest that the conceptual change techniques provides broader platform for the students to understand the concept with the descriptive evidence, typical misconceptions, simple examples and question that allows the students to practice scientific explanation therefore, it had lead to better understanding of the respiration. The finding of the study highlights that the student have several biological misconception that shall be adequately dealt with the scientific and conceptual change text and discussion (Alparslan, Tekkaya, & Geban, 2003). Therefore the teachers should carefully identify the cause of the occurrence of misconceptions. According to the study of Bassok, French, Fuller and Kangan (2008) high quality pre school can allow the low incomes families children to yield sustainable benefits in terms of linguistic, social and cognitive development. The objective of the study is to investigate the sufficient magnitude that is required for the children belonging from low-income families to attain better school entry. For the purpose the research studies the cognitive and social advantages that are required for these children as they proceed to their primary school. In order to investigate the objective the methodology adopted for the study was drew on the random sampling in 1998 within two California counties of 415 single mothers. Each family had a one child between 12 to 36 months old child at entry to study. Followed up interviews and assessments were carried out within the homes formal centers after the six months of the interview. Continuous follow back to the participants was ensured to obtain sensitive information and direct assessment with the focal child’s cognitive proficiencies. The procedures were followed up till the 2003 with the direct assessment of the children’s cognitive proficiencies that was administered at home or school. The teachers of the children were queried about the child’s social skills and possible behavior patterns. The interviews were conducted in the three waves to determine family attribution. Due to the loss with the contact with some of the participants cognitive assessment was made for 185 children that showed a positive social development of the children. Wave 1 and wave 2 were analyzed to determine maternal and home characteristics of the child and their mothers. Furthermore, wave 1, 2 and 3 were inquired about the childcare type and observe quality of the children that was then rated with Childhood Environmental Rating Scale. Moreover, the mothers were inquired if they were paid by the welfare office or employed for pay with their gross wages, level of earned income. The study investigates children’s cognitive and social development measures of the children belonging for the age of 12 months to 42 months. Two subscales have been used in the research for the reliability and validity of the study. For wave two six subscales were used to assess cognitive development of the children. Whereas the wave 3 child were assessed with the Wechsler Intelligence Scale for children to compress verbal, memory and processing speed of children. The teachers were asked about the Achenbach Child Behavior Checklist and Teachers Report Form to determine emotional and behavior problems of children. As the research was conducted on three waves therefore multivariate analytic strategy has been used to develop data to control cognitive proficiency and to estimate long-term cognitive proficiency. The findings of the study suggest that the earlier attendance in a center continues to produce higher cognitive proficiency of the children between the age of three and five years. In addition, it shows that the persistent attendance of the children of the lower income, middle class families can be effective for the children. No relationship between the social development and the center attendance has been observed through the study. Therefore, the study suggests that the selection factors play the major role for the mothers to enroll their children in the center. The findings of the study also highlights that the center exposure at the age of 7+ can be a source of higher cognitive proficiency (Bassok, French, Fuller, & Kangan, 2008). References List Alparslan, C., Tekkaya, C., & Geban, O. (2003). Using the conceptual change instruction to improve learning. Journal of Biological Education , 37 (3), 133-142. Bassok, D., French, D., Fuller, B., & Kangan, S. L. (2008). do child care centers benefit poor children after school entry? Journal of Early Childhood Research , 6 (3), 211-231. Femia, E. E., Zarit, S. H., Blair, C., Jarrott, S. E., & Buno, K. (2008). Intergenerational preschool experiences and the young child:Potential benefits to development. Early Childhood Research Quarterly , 23, 272-287. Halterman, J., Kaczorowski, J., Aligne, C., & Auinger, P. (2001). Iron deficiency and cognitive achievement among school-aged children and adolescents in the United States. Pediatrics , 107 (6), 1381-1386. Johnson, B., & Christensen, L. (2008). Sampling in Quantitative, Qualitative and Mixed Research. In Educational Research: Quantitative, Qualitative and Mixed Approach (pp. 221-250). Willington: SAGE Publication. Johnson, B., & Chritensen, L. (2012). Qualitative Research. Mason, Cenage Learning. Chritensen, Educational Research: Quantitative, Qualitative and Mixed Approach (pp. 475-308). California: SAGE Publication. Kamble, S. (2007). Psychology of Learning. New York: Global Vision Publishing. Kariuki, M. W., Chepchieng, M. C., Mbugua, S. N., & Ngumi, O. N. (2007). Effectiveness of early childhood education programme in preparing pre-school children in their social-emotional competencies at the entry to primary one. Educational Research and Review , 2 (2), 26-31. Mayer, R. E. (2008). Old Advice for New Researchers. Edu Psychol Rev , 20, 19-28. McMillan, J. H., & Schumacher, S. (2010). Research Desgins and Reading Research Articles. In J. H. McMillan, & S. Schumacher, Research In Education (pp. 19-42). New Jersey: Pearson . ODea, J., & Eriksen, M. P. (2010). Childhood Obesity Prevention: International Research, Controversies, and Interventions. Oxford: Oxford University Press. Winter, S. M., & Sass, D. A. (2011). Healthy & Ready to Learn: Examining the Efficacy of an Early Approach to ObesityPrevention and School Readiness. Journal of Research in Childhood Education , 25 (3), 304-325. Read More