Kimberly T Nesbitt
Dados Biográficos
| ID | 1585166 |
|---|---|
| NOME | Kimberly T Nesbitt |
| PRENOMES | Kimberly T |
| SOBRENOME | Nesbitt |
| ASSINATURA | NESBITT K T |
| AFILIAÇÕES | University of New Hampshire |
| ORCID | 0000-0002-1547-284X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 141 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 6 |
Associations between prekindergarten instructional activities and the development of executive function skills.
Early childhood provides the foundation for subsequent learning and development in the early grades.One foundational set of skills involves executive function, those learning-related competencies developing between 3 and 6 years that help children persist, pay attention, and monitor their learning.An increasing number of young children experience formal education prior to kindergarten as more states fund prekindergarten (Pre-K) programs housed in…
Assessing Preschooler‐Parent Attachment Relationships in a Children's Museum
This study explores children's museums as meaningful contexts for the observation of preschooler‐parent attachment relationships. Sixty‐seven child‐parent dyads participated when children (55.2% girls) were approximately 56.52 months of age. Most participants identified as non‐Hispanic White, and the majority of parents were mothers. Child‐parent interactions were videotaped during free play and clean‐up in two museum exhibits, which were later c…
Feasibility and Acceptability of an Active Playful Learning Intervention for Kindergarten Teachers Using Instructional Coaching
Research Findings: This study investigated the feasibility and acceptability of a coaching intervention to enhance kindergarten teachers’ ability to design and implement active playful learning experiences that are informed by evidence from the science of learning. The 6-month intervention was delivered through classroom-embedded coaching and workshops focused on guided play, a category of active playful learning that balances student agency with…
Observation of Student and Teacher Behaviors during a Preliminary Active Playful Learning Intervention in Kindergarten Classrooms
This study describes the implementation and effectiveness of an instructional coaching program for kindergarten teachers in the State of New Hampshire that was implemented in response to the State’s play-based kindergarten mandate. Coaching was provided to 20 teachers from across the State. It focused on guided play, principles of how children learn, and the breadth of skills needed to achieve in the classroom and beyond. A novel adaptation of a …
Consistency and inconsistency in learning experiences across the early grades
Introduction The personal and societal benefits of providing quality early education experiences are well supported by research. While there is growing evidence as to the specific features and experiences that define quality and effective early education classrooms, there remain open questions as to whether these features and experiences differ as a function of grade level. Methods Using a behavioral-based observation system, researchers conducte…
Investigating the contributions of active, playful learning to student interest and educational outcomes
A growing body of evidence from the science of learning demonstrates the educational effectiveness of active, playful learning. Connections are emerging between this pedagogy and the broad set of skills that it promotes in learners, but potential mechanisms behind these relations remain unexplored. This paper offers a commentary based on the science of learning and interest development literature, suggesting that interest may mediate the relation…
Making schools work
Research from the interdisciplinary science of learning indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially guided play. This active, playful pedagogy enhances learning through intentional instruction that activates students’ autonomy and intrinsic motivation while teachers guide them towards …
Executive Function Skills and Classroom Behaviors of U.S. Prekindergartners With Special Needs
This study explores the executive function (EF) skills in a sample of 4-year-old children enrolled in inclusive prekindergarten (pre-k) classrooms. We compare the EF skills and important classroom behaviors of children with and without identified special needs as well as a sample of English language learners (ELL) in the same classrooms. Identification of special needs and ELL status were each examined as these factors have previously been shown …
Preschool practices in Sweden, Portugal, and the United States
Effects of language on initial reading
Teaching for breadth and depth of vocabulary knowledge
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
The language of play
Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students
Well-developed lexical representations are important for reading comprehension, but there have been no prior attempts to track growth in the depth of knowledge of particular words. This article examines increases in depth of vocabulary knowledge in 4–5-year-old preschool students (n = 240) who participated in a vocabulary intervention that taught words through book reading and book-related play. At pretest and posttest, students defined words ver…
Executive function skills and academic achievement gains in prekindergarten
Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then med…
Longitudinal associations between executive functioning and academic skills across content areas
This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded EF and achievement factor scores. We examined the longitudinal bidirectional associations between thes…
Executive function mediates socio-economic and racial differences in early academic achievement
Longitudinal associations between executive functioning and academic skills across content areas
This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded EF and achievement factor scores. We examined the longitudinal bidirectional associations between thes…
Executive function skills and academic achievement gains in prekindergarten
Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then med…
Executive function mediates socio-economic and racial differences in early academic achievement
The language of play
Teaching for breadth and depth of vocabulary knowledge
Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students
Well-developed lexical representations are important for reading comprehension, but there have been no prior attempts to track growth in the depth of knowledge of particular words. This article examines increases in depth of vocabulary knowledge in 4–5-year-old preschool students (n = 240) who participated in a vocabulary intervention that taught words through book reading and book-related play. At pretest and posttest, students defined words ver…
Effects of language on initial reading
Making schools work
Research from the interdisciplinary science of learning indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially guided play. This active, playful pedagogy enhances learning through intentional instruction that activates students’ autonomy and intrinsic motivation while teachers guide them towards …
Preschool practices in Sweden, Portugal, and the United States
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
Executive function mediates socio-economic and racial differences in early academic achievement
Longitudinal associations between executive functioning and academic skills across content areas
This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded EF and achievement factor scores. We examined the longitudinal bidirectional associations between thes…
Executive function skills and academic achievement gains in prekindergarten
Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then med…
Examining the Acquisition of Vocabulary Knowledge Depth Among Preschool Students
Well-developed lexical representations are important for reading comprehension, but there have been no prior attempts to track growth in the depth of knowledge of particular words. This article examines increases in depth of vocabulary knowledge in 4–5-year-old preschool students (n = 240) who participated in a vocabulary intervention that taught words through book reading and book-related play. At pretest and posttest, students defined words ver…
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
The language of play
Effects of language on initial reading
Teaching for breadth and depth of vocabulary knowledge
Preschool practices in Sweden, Portugal, and the United States
Executive Function Skills and Classroom Behaviors of U.S. Prekindergartners With Special Needs
This study explores the executive function (EF) skills in a sample of 4-year-old children enrolled in inclusive prekindergarten (pre-k) classrooms. We compare the EF skills and important classroom behaviors of children with and without identified special needs as well as a sample of English language learners (ELL) in the same classrooms. Identification of special needs and ELL status were each examined as these factors have previously been shown …
Consistency and inconsistency in learning experiences across the early grades
Introduction The personal and societal benefits of providing quality early education experiences are well supported by research. While there is growing evidence as to the specific features and experiences that define quality and effective early education classrooms, there remain open questions as to whether these features and experiences differ as a function of grade level. Methods Using a behavioral-based observation system, researchers conducte…
Investigating the contributions of active, playful learning to student interest and educational outcomes
A growing body of evidence from the science of learning demonstrates the educational effectiveness of active, playful learning. Connections are emerging between this pedagogy and the broad set of skills that it promotes in learners, but potential mechanisms behind these relations remain unexplored. This paper offers a commentary based on the science of learning and interest development literature, suggesting that interest may mediate the relation…
Making schools work
Research from the interdisciplinary science of learning indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially guided play. This active, playful pedagogy enhances learning through intentional instruction that activates students’ autonomy and intrinsic motivation while teachers guide them towards …
Observation of Student and Teacher Behaviors during a Preliminary Active Playful Learning Intervention in Kindergarten Classrooms
This study describes the implementation and effectiveness of an instructional coaching program for kindergarten teachers in the State of New Hampshire that was implemented in response to the State’s play-based kindergarten mandate. Coaching was provided to 20 teachers from across the State. It focused on guided play, principles of how children learn, and the breadth of skills needed to achieve in the classroom and beyond. A novel adaptation of a …
Feasibility and Acceptability of an Active Playful Learning Intervention for Kindergarten Teachers Using Instructional Coaching
Research Findings: This study investigated the feasibility and acceptability of a coaching intervention to enhance kindergarten teachers’ ability to design and implement active playful learning experiences that are informed by evidence from the science of learning. The 6-month intervention was delivered through classroom-embedded coaching and workshops focused on guided play, a category of active playful learning that balances student agency with…
Associations between prekindergarten instructional activities and the development of executive function skills.
Early childhood provides the foundation for subsequent learning and development in the early grades.One foundational set of skills involves executive function, those learning-related competencies developing between 3 and 6 years that help children persist, pay attention, and monitor their learning.An increasing number of young children experience formal education prior to kindergarten as more states fund prekindergarten (Pre-K) programs housed in…
Assessing Preschooler‐Parent Attachment Relationships in a Children's Museum
This study explores children's museums as meaningful contexts for the observation of preschooler‐parent attachment relationships. Sixty‐seven child‐parent dyads participated when children (55.2% girls) were approximately 56.52 months of age. Most participants identified as non‐Hispanic White, and the majority of parents were mothers. Child‐parent interactions were videotaped during free play and clean‐up in two museum exhibits, which were later c…
Psychology (15 obras) · Mathematics education (10 obras) · Early Childhood Education and Development (8 obras) · Pedagogy (8 obras) · Developmental psychology (7 obras) · Computer Science (6 obras) · Cognition (5 obras) · Executive functions (5 obras) · Reading and Literacy Development (5 obras) · Vocabulary (5 obras)