The Added Value of Continuing Child-Initiated Instruction from Preschool to Kindergarten: Relations to Academic Achievement

• In Event: Poster Session 13
  In Poster Session: PS 13 Topic - Education, Schooling

Abstract

Introduction: Early educational experiences have the potential to yield sustained effects into adulthood. One component of early education which might shape child outcomes is instructional approach. Instructional approach is commonly examined on two dimensions: teacher-directedness and child-initiation. Teacher-directed instruction emphasizes teacher-led structured lessons. Child-initiated instruction emphasizes allowing children to choose which activities they engage in. A blend of teacher-directed and child-initiated instruction as well as exclusively child-initiated instruction in preschool are associated with positive academic outcomes (Graue et al., 2004). We extended this research by examining the added value of continuing child-initiated instruction into kindergarten on child reading achievement.
Methods: Participants included 978 low-income children (93% Black) in the Chicago Longitudinal Study who attended Child-Parent Centers from 1983-1985. Preschool and kindergarten instructional information was obtained from retrospective teacher-reports and validated by program evaluators. Preschool instructional type was categorized as: high teacher-directed + child-initiated (HT+HC), low teacher-directed + child-initiated (LT+LC), low teacher-directed + high child-initiated (LT+HC), or high teacher-directed + low child-initiated (HT+LC). No distinct teaching philosophy was categorized LT+LC. Kindergarten instructional type was coded as high child-initiated or low child-initiated. We opted to focus on kindergarten child-initiation because this dimension was previously associated with positive long-term outcomes (Schweinhart & Weikart, 1997).
Results: Hierarchical linear regressions were conducted to examine the Preschool HT+HC x Kindergarten Child-Initiated interaction on kindergarten, third, and eighth grade reading achievement as measured by the Iowa Test of Basic Skills, while controlling for covariates (Step 4). A significant Preschool HT+HC x Kindergarten Child-Initiated interaction emerged for kindergarten reading, F(9, 968)=8.51, p<.001; effects of kindergarten child-initiated instruction were only present for children exposed to HT+HC preschool instruction. Children exposed to Preschool HT+HC and high child-initiated kindergarten instruction had higher reading scores on average than those exposed to preschool HT+HC and kindergarten low child-initiated instruction (effect size=.22). There was no effect of kindergarten instruction for children exposed to preschool HT+LC, LT+HC, or LT+LC. Similar patterns emerged for reading achievement in third grade, F(9, 968)=15.57, p<.001, and eighth grade, F(9, 968)=10.7, p<.001 (Figure 1).
Next, we examined subgroup effects by gender and early childhood risk on kindergarten reading. Different patterns emerged for males and females. The Preschool HT+HC x Kindergarten Child-Initiated interaction pattern described for the full sample was present for females, but not males. Regarding risk status, we dichotomized the sample by lower (≤4) and higher risk (≥5) using the Risk Index from age 0-3 (description in Figure 1 note). In the lower-risk sample a main effect of Kindergarten Child-Initiated emerged regardless of preschool instruction. In the high-risk sample, a Preschool HT+HC x Kindergarten Child-Initiated interaction emerged that was similar to the full sample (Figure 2). Final results will also examine math outcomes.
Discussion: These results indicate the combination of Preschool HT+HC and Kindergarten Child-Initiated instruction is a viable pathway to sustaining academic gains, particularly for females and children of higher early life risk. Our results are particularly informative given Bassok et al.’s (2016) evidence indicating kindergarten classrooms are shifting away from child-initiated instruction and toward more teacher-directed instruction.

Authors

• Jasmine R. Ernst, University of Minnesota - Twin Cities
  Presenting Author

• Arthur Reynolds, University of Minnesota - Twin Cities
  Non-Presenting Author