Virtual Kindergarten Readiness Programming for Preschool-Aged Children: Feasibility, Social Validity, and Preliminary Impacts

Research Findings: The global COVID-19 pandemic prevented the implementation of in-person summer learning programs designed to improve school readiness for entering kindergartners. Thus, we conducted current study examining feasibility, social validity, and preliminary impacts a virtual program. Ninety-one preschoolers their caregivers participated in 4-week program involving one weekly teacher-caregiver meeting, two Watch Together home activities, Play or Read teacher-child video chat lessons. Recruitment participation indicated high levels interest. Caregivers reported satisfaction with teachers moderate child engagement during Children showed significant gains on emotion knowledge, patterning, alphabet knowledge. Practice Policy: This demonstrates promise kindergarten suggests that combination educational media instruction may be effective promoting children’s skills. A intervention could beneficial other contexts, such as rural areas where it would challenging families participate an immunocompromised seriously ill children who are unable attend person.