Preparing Children, Birth-Five Years, for Successful School Experiences

Format

Individual Presentation

Presenters

John J. Hobe, Georgia Southern UniversityFollow

First Presenter's Institution

Georgia Southern University

Second Presenter's Institution

N/A

Third Presenter's Institution

N/A

Fourth Presenter's Institution

N/A

Fifth Presenter's Institution

N/A

Location

Poster Session (Harborside)

Strand #1

Academic Achievement & School Leadership

Strand #2

Family & Community

Relevance

We can reduce achievements gaps children experience in school using research documented activities for children birth-five years. – Stand 1 Academic Achievement & Leadership

Parents can help children birth-five years prepare for school achievement using research documented activities – Strand V Family & Community Engagement.

Brief Program Description

Come and discuss activities that will assist young children, birth-five years, to develop more mature oral language and improved perceptual and intellectual functions. These functions better prepare children for successful school achievement and reduce the achievement gaps. The teacher or parent is shown how to help the children demonstrate the new behavior, and, also, how to talk about their experiences.

Summary

Participants will discuss and be involved in sample activities, and receive take-home materials, which help children birth-five years prepare for successful school achievement, from the following categories:

1.Large Muscle Coordination Activities

2, Small Muscle Coordination Activities

3. Sensory Stimulation Including Visual, Auditory, Tactile, Tasting, & Olfactory Activities

4. Sensory Stimulation Including Music and Movement

5. Reading Readiness Activities

6. Reading Readiness Activities Children’s Literature

7. Math Readiness Including Number Concepts, Spatial Relationships, & Time

8. Concept Development

Participants will review descriptions and needed materials for the above activities in each section for eight months. Each month, new activities, based upon the previous month’s activities, help students further develop the section topic. These descriptions save the parent, caregiver, and teacher’s time, providing more time for them to observe and be with the children.

Evidence

Children involved in a four year study demonstrated these effect sizes using the mentioned activities.

• Bayley Scales of Infant Development Mental Development Index

Year 1 number 20 students Pre-Post Test Difference = Effect Size 1.82

Year 2 number 10 students Pre-Post Test Difference = Effect Size 1.78

Year 3 number 18 students Pre-Post Test Difference = Effect Size .56

Year 4 number 21 students Pre-Post Test Difference = Effect Size .89

Year 5 number 21 students Pre-Post Test Difference = Effect Size .85

Reid, E. (2010). The History of Early Literacy Research and Its Effects on the Project “Enriching a Child’s Literacy Environment (ECLE). P. 25 Retrieved from http://forumonpublicpolicy.com/Vol2010no5/archivevol2010no5/reid.pdf

Results indicated that, on average, for every month in the program, children showed two months of growth relative to the normative group.

Biographical Sketch

Teacher- 23 years Elementary School Regular and Special Education

Presented teacher in-service seminars for university credit – 44 years

Armstrong State University now Georgia Southern University, faculty member, Professor, Early Childhood and Exceptional Student Education Department now Elementary and Special Education Department, Head, since 2008.

Keyword Descriptors

Birth-five years, prepare successful school achievement, parents help children

Presentation Year

2019

Start Date

3-5-2019 4:00 PM

End Date

3-5-2019 5:30 PM

Recommended Citation

Hobe, John J., "Preparing Children, Birth-Five Years, for Successful School Experiences" (2019). National Youth Advocacy and Resilience Conference. 86.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2019/2019/86