The impact that preschool education has on children’s cognitive abilities as they prepare to enter kindergarten is a subject that is not widely researched. The purpose of this study is to examine the factors that are associated with cognitive development among preschool age children. This study was completed by conducting a quantitative study in which secondary data was obtained from an early education center Desired Results Developmental Profile (DRDP) from the 2014–2015 preschool year. The results found that the participant’s age was positively associated with cognitive, language and literature, math and self and social development. The study also found that female participants had higher scores in the self and social developmental domain. Gender, ethnicity and home language were not significant to cognitive, English language and math development. Study findings have implications for social and behavioral sciences. The findings in the study were positively associated with the educational activities that preschool children receive as it relates to their cognitive developmental growth and readiness for kindergarten.
|Commitee:||Campbell, Venetta, Jennings, Lisa|
|School:||California State University, Long Beach|
|Department:||Social Work, School of|
|School Location:||United States -- California|
|Source:||MAI 55/04M(E), Masters Abstracts International|
|Subjects:||Social work, Early childhood education, Developmental psychology|
|Keywords:||Cognitive development, Early childhood education, Preschool, School readiness, School social work|
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