2-078 - Integrated School Readiness Interventions

Session Type: Paper Symposium

Integrative Statement

Children need to develop a set of complex cognitive, social and emotional skills to enter school ready to learn. Multiple early childhood curricula aim to target one or two of these skill areas but few take a fully integrated approach, aiming to synergistically promote the development of several skills. Similarly, school readiness interventions tend to focus on either classroom based skills or parenting skills, with few taking a truly comprehensive strategy that combines both.
With multiple new demands placed on preschool teachers and children, the need for integrated school readiness interventions that focus on several content domains and provide dual-generation approaches are promising for improving children’s outcomes. This symposium presents a set of papers focusing on school readiness interventions that aim to integrate content across multiple domains and/or comprehensively targeting delivery to both teachers and parents.

The first paper takes a 3-arm approach, reporting on an integrated program focusing on both math and self-regulation compared to a program focusing on math alone or a business-as-usual condition. The second paper presents evidence for the Connect4Learning intervention, which integrates across social-emotional development, literacy, science, and mathematics. The third paper provides evidence for a dual generation approach to promoting children’s self-regulation. The final paper, describing the Getting Ready for School intervention, describes an integrated approach targeting literacy, math and self-regulation, while jointly promoting skills at home and in the classroom. The symposium will address issues of development, feasibility, fidelity and efficacy of integrated interventions. Challenges and opportunities will be discussed.

Sub Unit

• School Readiness/Childcare

Chairs

• Helena Duch, Columbia University

• Kimberly G Noble, Teachers College, Columbia University

Individual Presentations

• Math and math + scaffolded play interventions: Analyses of main effects on development of math competence and executive function - Presenting Author: Carrie Germeroth, University of Denver; Douglas H Clements, University of Denver; Julie Sarama, [email protected]; Carolyn Layzer, Abt Associates Inc.; Fatih Unlu, Abt Associates; Lily Fesler, Abt Associates

• C4L (Connect4Learning): Interdisciplinary Early Childhood Education—Math, Science, Literacy, and Social-emotional Development - Presenting Author: Mary Louise Hemmeter, Vanderbilt University; Douglas H Clements, University of Denver; Julie Sarama, [email protected]; Nell Kristine Duke, University of Michigan; Kimberly Brenneman, Rutgers University

• Implementation of an integrated dual-generation intervention targeting attention and self-regulation in at-risk preschoolers - Presenting Author: Eric Pakulak, University of Oregon; Theodore A Bell, University of Oregon; Courtney Stevens, Willamette University; Jessica Fanning, University of Oregon; Scott Klein, University of Oregon; Elif Isbell, University of Oregon; Zayra Longoria, University of Oregon; Amanda Hampton Wray, Michigan State Univ; Christina Karns, University of Oregon; Ryan Guiliano, University of Oregon; Helen Neville, University of Oregon

• Getting Ready for School: Assessing the feasibility and fidelity of an integrated school readiness intervention - Presenting Author: Helena Duch, Columbia University; Saskia Op den Bosch, Columbia University; Samantha Ann Melvin, Columbia University; Cassie Landers, Columbia University; Kimberly G Noble, Teachers College, Columbia University