Combining a Kindergarten Readiness Summer Program with a Self-Regulation Intervention Improves School Readiness

Area of Science:

• Child Development
• Educational Psychology

Background:

• Self-regulation and academic skills are key predictors of long-term academic success.
• Many children lack these foundational skills upon entering kindergarten due to limited early childhood education.
• The Bridge to Kindergarten (B2K) program targets children without prior preschool experience.

Purpose of the Study:

• To evaluate the impact of a self-regulation intervention integrated into the B2K program on children's self-regulation, math, and literacy skills.
• To compare the changes in these skills during the kindergarten transition for children in the B2K program with the intervention against expected developmental trajectories.

Main Methods:

• A randomized trial was employed to assess the program's effectiveness.
• Children participated in either the B2K program alone or the B2K program with an added self-regulation intervention.
• Outcomes measured included self-regulation, math, and literacy skills.

Main Results:

• Children in the B2K program with the self-regulation intervention showed greater gains in self-regulation compared to those in the B2K program alone.
• No significant immediate effects on math or literacy were observed at the program's conclusion.
• However, participation in the enhanced B2K program was linked to improved growth in self-regulation, math, and literacy into the fall of kindergarten.

Conclusions:

• Integrating a self-regulation intervention into a kindergarten readiness summer program enhances school readiness for at-risk children.
• The intervention supports critical skill development during the kindergarten transition period.
• These findings highlight the importance of targeted interventions for children facing potential academic challenges.