Children's school readiness in socioeconomically diverse pre-K classrooms. Issue 15 (17th November 2020)

• Record Type: Journal Article
• Authors: Slicker, Gerilyn; Hustedt, Jason T.
• Is Part Of: Early child development and care. Volume 190:Issue 15(2020)
• Page Start: 2366
• Page End: 2379
• Publication Date: 2020-11-17
• Subjects: Prekindergarten -- school readiness -- classroom-socioeconomic composition -- academic achievement -- policy -- ecological theory; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2019.1582527
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: Persisting socioeconomic gaps in school readiness have inspired research examining aspects of the pre-K experience that could reduce these gaps. A strategy that deserves consideration is the socioeconomic diversity of classrooms. In this literature review, we use ecological theory as a framework to present outcomes of socioeconomic diversity in U.S. pre-K settings on children's cognitive, language, and social-emotional skills, with language benefits being the most pronounced. We also evaluate parent, teacher, and peer contributions to children's school readiness in socioeconomically diverse pre-K settings. Research shows that children from all income backgrounds benefit in socioeconomically diverse learning environments – in academic preparedness and in other ways that prepare them for success in a diverse workforce and society. Evidence suggests that children from low-income families benefit most, which may reduce income-based gaps in school readiness. We conclude with recommendations for further research and discuss policy implications of increased socioeconomic diversity within pre-K programs.