Social-Emotional Effects of Early Childhood Education Programs in Tulsa

Autor/inn/en	Gormley, William T., Jr.; Phillips, Deborah A.; Newmark, Katie; Welti, Kate; Adelstein, Shirley
Titel	Social-Emotional Effects of Early Childhood Education Programs in Tulsa
Quelle	In: Child Development, 82 (2011) 6, S.2095-2109 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2011.01648.x
Schlagwörter	Early Childhood Education; Outcomes of Education; Child Behavior; Personality Traits; Attention; Kindergarten; Preschool Education; Preschool Children; Disadvantaged Youth; Social Development; Emotional Development; Oklahoma + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernleistung; Schulerfolg; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Aufmerksamkeit; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Benachteiligter Jugendlicher; Soziale Entwicklung; Gefühlsbildung
Abstract	This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10