Eager to Learn: Educating Our Preschoolers

TABLE 3–4 Percentage Distribution of First-Time Kindergartners by the Number of Times Each Week Family Members Read Books and Tell Stories to Them, by Child and Family Characteristics: Fall 1998

	Reading
Characteristic	Not at All	1–2	3–6	Every Day
Total	1	19	35	45
Child’s Sex
Male	1	21	35	43
Female	1	17	35	47
Child’s Age at Entry
Born Jan.-Aug. 1992	1	16	40	44
Born Sep.-Dec. 1992	1	19	37	42
Born Jan.-Apr. 1993	1	19	35	45
Born May-Aug. 1993	1	19	35	45
Born Sep.-Dec. 1993	1	18	31	49
Mother’s Education
Less than high school	4	34	27	36
High school diploma or equivalent	1	24	36	39
Some college, including vocational/technical	^*	15	40	45
Bachelor’s degree or higher	^*	7	34	59
Family Type
Single mother	2	27	32	39
Single father	^*	22	35	40
Two parent	1	16	36	47
Welfare Receipt
Utilized AFDC	3	32	28	38
Never utilized AFDC	1	17	36	46
Primary Language Spoken in Home
Non-English	4	28	30	38
English	1	17	36	46
Child’s Race/Ethnicity
White, non-Hispanic	1	13	37	49
Black, non-Hispanic	2	31	33	35
Asian	1	23	29	47

Table of Contents

Front Matter R1-R20

Executive Summary 1-22

1 Introduction 23-36

2 What Does the Science of Learning Contribute to Early Childhood Pedagogy? 37-58

3 The Importance of Individual and Cultural Variations 59-127

4 Preschool Program Quality 128-181

5 Curriculum and Pedagogy: The What and the How of Early Childhood Education 182-232

6 Assessment in Early Childhood Education 233-260

7 The Preparation of Early Childhood Professionals 261-276

8 Program and Practice Standards 277-305

9 Findings, Conclusions, and Recommendations 306-322

Appendix: Scientific Evidence 323-332

References 333-402

Biographical Sketches 403-414

Index 415-443