Literacy and mathematical knowledge in Kindergarten settings

Many schools are utilizing a Reggio Emilia-inspired approach to their teaching. The intent of this study was to determine if cohort of children who were exposed to the Reggio Emilia-inspired, Project Approach curriculum performed the same in mathematical and literacy knowledge and abilities compared to a cohort of children who were exposed to a teacher-directed curriculum. Standardized mathematical and emergent literacy test scores did show significant differences in mathematical and literacy knowledge and abilities within the two cohorts. The test scores also did not show any significant differences between the two cohorts in regards to mathematical and emergent literacy abilities and knowledge. Although there were no significant differences found between the two cohorts, there were several pertinent implications gathered from this specific research study.

Autorentext

Dr. Mary Bowne is an Assistant Professor at South Dakota State University, located in Brookings, South Dakota. Her field of study is Early Childhood Education. Her primary teaching responsibilities include parenting, professional issues, administration, and practicum. She also conducts research and service related to children and families.