Child Care and Early Education Research Connections

Skip to main content

Achievement and self-regulation in pre-kindergarten classrooms: Effects of the Tools of the Mind curriculum

Share
Description:
Results from a cluster randomized trial of the impact of the Tools of the Mind pre-kindergarten curriculum on preschoolers' achievement, self-regulation, and social behavior are reported. Sixty classrooms with four-year-old children (N=877) were assigned to implement either the Tools curriculum (N=32 classrooms; 498 children) or the usual pre-k curriculum (N=28 classrooms; 379 children). In spite of fairly high implementation fidelity, Tools did not produce significant gains on assessments of achievement, self-regulation, or teacher ratings at the end of pre-k. Negative effects were found on Letter Word Identification, Quantitative Concepts, and Corsi Backward Span in kindergarten and on Spelling, Copy Design, and the composite self-regulation score in 1st grade. Several reasons for these unexpected findings are explored. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Examining the validity of behavioral self-regulation tools in predicting preschoolers' academic achievement

Reports & Papers

Effects of prekindergarten curricula: Tools of the Mind as a case study

Reports & Papers

The effect of a prekindergarten program on kindergarten achievement

Reports & Papers
Release: 'v1.21.0' | Built: 2022-11-18 17:25:04 EST