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Enhancing Children’s School Readiness Kirstie Cooper Funded by 125 th PhD Studentship

Enhancing Children’s School Readiness Kirstie Cooper Funded by 125 th PhD Studentship. Supervised by Dr Tracey Bywater. School of Psychology Bangor University. Presentation Content. What is ‘School Readiness’? The School Readiness Programme The evaluation Aims and research questions

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Enhancing Children’s School Readiness Kirstie Cooper Funded by 125 th PhD Studentship

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  1. Enhancing Children’s School ReadinessKirstie CooperFunded by 125th PhD Studentship Supervised by Dr Tracey Bywater School of Psychology Bangor University

  2. Presentation Content • What is ‘School Readiness’? • The School Readiness Programme • The evaluation • Aims and research questions • Design and method • Proposed measures • Expected outcomes

  3. What is ‘School Readiness’? • No concrete definition • Multi-dimensional construct: • Children’s engagement in learning • Emotion regulation • Communication and language skills • Social competence • Pre-literacy skills

  4. The School ReadinessProgramme • More children arrive in school without social and self-regulatory skills • Low academic achievement and poor relationships • The IY School Readiness Programme was developed to address risk factors associated with children’s lack of academic readiness and poor home-school connections (Webster-Stratton, 2004)

  5. The School Readiness Programme • 4 sessions delivered to parents through schools • Universal programme • Supplemental to the BASIC Parent Programme • The ultimate aims are to: • Improve children’s school readiness • Prevent conduct problems • Prevent academic underachievement • Enhance home-school links

  6. Part 1 Child-directed play: Strengthening children’s social, emotional, and cognitive skills Emotion coaching to build emotional expression  Building children’s self-esteem and creativity  Teaching children to problem-solve  Building children’s language skills

  7. Part 2 Encouraging social, emotional, academic and problem solving skills through interactive reading Building children’s self-esteem and self-confidence in their reading ability  Having fun with books  Letting the child be the storyteller  Using the Reading With CARE building blocks

  8. Reading with CARE building blocks Commenting and describing Asking open-ended questions Responding with encouragement Expanding on what the child says C A R E

  9. The evaluation • The IY Basic Parent & TCM Programmes have been successfully delivered and researched across Wales • These programmes do not specifically address the dimensions of school readiness • The IY School Readiness Programme has never been researched

  10. Aims To establish: • A battery of effective measures to assess children’s school readiness • The effectiveness of the new Programme in improving children’s school readiness • Any difficulties or barriers in implementing the programme

  11. Research Questions • Does the programme benefit all children and parents? • For which children and families is the intervention most effective? • What are the environmental/contextual circumstances that improve the likelihood of success?

  12. Design and Method (i) Randomisation • Schools randomly allocated 2:1 to intervention and control conditions Sample • 6 schools (4 intervention, 2 control) • Gwynedd and Anglesey • Approx 12 parents in each group • Maximum N = 6 x 12 = 72

  13. Design and Method (ii) Recruitment of parents • Participating schools will give information to all families of 4-5 year old children starting school in September 2010 • Parents will be invited to attend the course and participate in the evaluation • A researcher will conduct an initial home visit

  14. Design and Method (iii) Inclusion criteria for participating • Parent has a child aged 4-5 years of age in their first year of full-time schooling • The parent targeted is the primary caregiver • Parents able to attend the group for 4 weeks (2 hrs / week) in either the Autumn 2010 or Summer 2011 term

  15. Design and Method (iv) Data Collection • 3 data collection points • Groups will run between baseline and 6-month follow-up for intervention and after 6-month follow-up for control • Parent and child data will be collected through school and home visits

  16. Proposed Measures TBC, but may include: • Demographics Housing, income, health • Parent reports Child behaviour (ECBI) • Direct observation Child-directed play & interactive reading

  17. Expected Outcomes • Improved child behaviour • Interactive reading • Child-directed play

  18. Thank you for listeningDiolch am wrando Any Questions?

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