Preschool attendance and primary school performance in Trinidad: A focused, cross-sectional study

dc.contributor.authorKutnick, Peter
dc.date.accessioned2023-05-11T14:47:51Z
dc.date.available2023-05-11T14:47:51Z
dc.date.issued1992
dc.description.abstractThe 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.en_US
dc.identifier.otherCERIS - 185:23
dc.identifier.urihttps://hdl.handle.net/2139/55544
dc.language.isoenen_US
dc.publisherFaculty of Education, University of the West Indiesen_US
dc.relation.ispartofseriesOccasional Papers;
dc.subjectNursery schoolsen_US
dc.titlePreschool attendance and primary school performance in Trinidad: A focused, cross-sectional studyen_US
dc.typeTexten_US

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