Preschool attendance and primary school performance in Trinidad: A focused, cross-sectional study
Date
1992
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the West Indies
Abstract
The study sought to identify the amount and type of preschool experience available in Trinidad, and the effects of preschool experience on the performance of 500 children in three primary schools. The study found that 88 percent of the children in the primary schools had attended a preschool at least once a year. At a gross level, there was no significant difference between attenders and non-attenders in both achievement and behavioural scores at primary school. Preschools were generally found to maintain a traditional teacher-centred approach, with few examples of child-centred activities. Children who attended preschools that exhibited the extremes of child-centred or teacher-centred activities did equally well on tests of achievement. Behavioural differences identified between these school practices showed child-centred curricula related to peer popularity, and extreme teacher-centred curricula related to poor student relations and poor concentration.
Description
Table of Contents
Keywords
Nursery schools