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FULL-DAY PRESCHOOL INCREASES SCHOOL READINESS AND ATTENDANCE

INTRO:Three and four year-olds participating in high-quality preschool programs are better prepared when they get to kindergarten and beyond. However, most preschool programs are only part-day. A new study looked at whether attending a full-day preschool program is associated with even higher levels of school readiness and fewer absences. Catherine Dolf has more in this week’s JAMA Report.

VIDEO
B-ROLL
Teacher and students in classroom

AUDIO
VO
THIS ISN’T YOUR AVERAGE PRESCHOOL. THIS IS A CHILD PARENT CENTER PRESCHOOL.

AUDIO
NATSO/FULL Runs:02
“…Zion had her thinking finger to her brain…”

VIDEO
B-ROLL
Children sitting on floor in classroom

AUDIO
VO
CLASSES ARE SMALLER, PARENTS ARE MORE INVOLVED AND THE LEARNING EXPERIENCES FOR THESE 3 AND 4 YEAR-OLDS ARE A BLEND OF TEACHER DIRECTED AND CHILD INITIATED SUBJECTS.

AUDIO
SOT/FULL Super @:15 Arthur J. Reynolds, Ph.D., – University of Minnesota Runs:11
“There’s a lot of play, there’s a lot of outdoor activities, children, go on field trips. They get choices during the day, about what they do and so there’s really a mixing of different kinds of instruction.”

(Video covering middle of bite: teacher talking to student at table)

VIDEO
B-ROLL
Dr. Reynolds walking into school building, teacher talking with students at table, pan from children to teacher, teacher back at table with kids

AUDIO
VO
DR. ARTHUR REYNOLDS FROM THE UNIVERSITY OF MINNESOTA AND CO-AUTHORS EXAMINED 11 CHILD PARENT CENTER PRESCHOOL PROGRAMS IN CHICAGO. ALMOST A THOUSAND CHILDREN FROM LOW-INCOME FAMILIES PARTICIPATED IN EITHER FULL OR PART-DAY PRESCHOOL DURING THE 2012-2013 SCHOOL YEAR. RESEARCHERS LOOKED AT WHETHER THE FULL-DAY PROGRAM WAS ASSOCIATED WITH HIGHER LEVELS OF SCHOOL READINESS SKILLS INCLUDING LANGUAGE, MATH, LITERACY AND SOCIO-EMOTIONAL DEVELOPMENT. THEY ALSO COMPARED ATTENDANCE RATES AND LOOKED AT WHETHER CHRONIC ABSENCES IMPROVED IN THE FULL-DAY PROGRAM.

AUDIO
SOT/FULL Super@:58 Arthur J. Reynolds, Ph.D., – University of Minnesota Runs:16
“Children in full-day preschool were significantly more likely to show stronger gains in both socio-emotional development and in language and literacy skills and also in math skills than children in part-day.”

GXF FULL
JAMA COVER

AUDIO
VO
THE STUDY APPEARS IN JAMA, JOURNAL OF THE AMERICAN MEDICAL ASSOCIATION.

AUDIO
SOT/FULL Super@1:16 Arthur J. Reynolds, Ph.D., – University of Minnesota Runs:08
“Children in full-day were much more likely to be regularly attending programs. So their average attendance rate was at least 5 points higher.”

(Video covering end of bite: children waving their arms in classroom)

VIDEO
B-ROLL
Children waving their hands, children on floor

AUDIO
VO
CHRONIC ABSENCES ALSO IMPROVED FOR THE FULL DAY PRE-SCHOOLERS. TEACHERS SAY THERE IS A GREATER OPPORTUNITY TO HAVE AN IMPACT IN A FULL-DAY SETTING.

AUDIO
SOT/FULL Super@1:34 Tameka Wells – CPC Preschool Teacher Runs:10
“With the full day program, there’s more I can input in the classroom, there’s more I can teach them that gets them ready for kindergarten and first grade compared to the half-day program.”

(Video covering middle of bite: children raising their hands)

AUDIO
SOT/FULL Super@1:42 Arthur J. Reynolds, Ph.D., – University of Minnesota Runs:13
“We don’t have to wait till the elementary grades to increase learning time. By offering full-day preschool you’re more than doubling the amount of learning time that goes on during the day. We found that provides a strong framework for school success.”

(Video Children and teachers interacting)

VIDEO
B-ROLL
Children and teachers interacting

AUDIO
VO
CATHERINE DOLF, THE JAMA REPORT.

TAG:STUDY AUTHORS SAY THEY SAW NO DIFFERENCES IN THE LEVEL OF PARENT INVOLVEMENT BETWEEN THE FULL AND PART-DAY CLASSES.

INTRO:Three and four year-olds participating in high-quality preschool programs are better prepared when they get to kindergarten and beyond. However, most preschool programs are only part-day. A new study looked at whether attending a full-day preschool program is associated with even higher levels of school readiness and fewer absences. Catherine Dolf has more in this week’s JAMA Report.

VIDEO
B-ROLL
Teacher and students in classroom

AUDIO
VO
THIS ISN’T YOUR AVERAGE PRESCHOOL. THIS IS A CHILD PARENT CENTER PRESCHOOL.

AUDIO
NATSO/FULL Runs:02
“…Zion had her thinking finger to her brain…”

VIDEO
B-ROLL
Children sitting on floor in classroom

AUDIO
VO
CLASSES ARE SMALLER, PARENTS ARE MORE INVOLVED AND THE LEARNING EXPERIENCES FOR THESE 3 AND 4 YEAR-OLDS ARE A BLEND OF TEACHER DIRECTED AND CHILD INITIATED SUBJECTS.

AUDIO
SOT/FULL Super @:15 Arthur J. Reynolds, Ph.D., – University of Minnesota Runs:11
“There’s a lot of play, there’s a lot of outdoor activities, children, go on field trips. They get choices during the day, about what they do and so there’s really a mixing of different kinds of instruction.”

(Video covering middle of bite: teacher talking to student at table)

VIDEO
B-ROLL
Dr. Reynolds walking into school building, teacher talking with students at table, pan from children to teacher, teacher back at table with kids

AUDIO
VO
DR. ARTHUR REYNOLDS FROM THE UNIVERSITY OF MINNESOTA AND CO-AUTHORS EXAMINED 11 CHILD PARENT CENTER PRESCHOOL PROGRAMS IN CHICAGO. ALMOST A THOUSAND CHILDREN FROM LOW-INCOME FAMILIES PARTICIPATED IN EITHER FULL OR PART-DAY PRESCHOOL DURING THE 2012-2013 SCHOOL YEAR. RESEARCHERS LOOKED AT WHETHER THE FULL-DAY PROGRAM WAS ASSOCIATED WITH HIGHER LEVELS OF SCHOOL READINESS SKILLS INCLUDING LANGUAGE, MATH, LITERACY AND SOCIO-EMOTIONAL DEVELOPMENT. THEY ALSO COMPARED ATTENDANCE RATES AND LOOKED AT WHETHER CHRONIC ABSENCES IMPROVED IN THE FULL-DAY PROGRAM.

AUDIO
SOT/FULL Super@:58 Arthur J. Reynolds, Ph.D., – University of Minnesota Runs:16
“Children in full-day preschool were significantly more likely to show stronger gains in both socio-emotional development and in language and literacy skills and also in math skills than children in part-day.”

GXF FULL
JAMA COVER

AUDIO
VO
THE STUDY APPEARS IN JAMA, JOURNAL OF THE AMERICAN MEDICAL ASSOCIATION.

AUDIO
SOT/FULL Super@1:16 Arthur J. Reynolds, Ph.D., – University of Minnesota Runs:08
“Children in full-day were much more likely to be regularly attending programs. So their average attendance rate was at least 5 points higher.”

(Video covering end of bite: children waving their arms in classroom)

VIDEO
B-ROLL
Children waving their hands, children on floor

AUDIO
VO
CHRONIC ABSENCES ALSO IMPROVED FOR THE FULL DAY PRE-SCHOOLERS. TEACHERS SAY THERE IS A GREATER OPPORTUNITY TO HAVE AN IMPACT IN A FULL-DAY SETTING.

AUDIO
SOT/FULL Super@1:34 Tameka Wells – CPC Preschool Teacher Runs:10
“With the full day program, there’s more I can input in the classroom, there’s more I can teach them that gets them ready for kindergarten and first grade compared to the half-day program.”

(Video covering middle of bite: children raising their hands)

AUDIO
SOT/FULL Super@1:42 Arthur J. Reynolds, Ph.D., – University of Minnesota Runs:13
“We don’t have to wait till the elementary grades to increase learning time. By offering full-day preschool you’re more than doubling the amount of learning time that goes on during the day. We found that provides a strong framework for school success.”

(Video Children and teachers interacting)

VIDEO
B-ROLL
Children and teachers interacting

AUDIO
VO
CATHERINE DOLF, THE JAMA REPORT.

TAG:STUDY AUTHORS SAY THEY SAW NO DIFFERENCES IN THE LEVEL OF PARENT INVOLVEMENT BETWEEN THE FULL AND PART-DAY CLASSES.

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