Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills

Autor/in	Mashburn, Andrew J.
Titel	Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills
Quelle	In: Applied Developmental Science, 12 (2008) 3, S.113-127 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
Schlagwörter	Ethnicity; Family Income; Preschool Children; Disadvantaged Youth; Kindergarten; Physical Environment; Literacy; Educational Environment; Environmental Influences; Correlation; At Risk Students; Social Development; Academic Achievement; Racial Differences; Whites; Minority Groups; Gender Differences; Language Skills; Pretests Posttests; Private Schools; Public Schools; Observation; Child Development; Georgia; Early Childhood Environment Rating Scale; Oral and Written Language Scales; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Ethnizität; Familieneinkommen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Natürliche Umwelt; Alphabetisierung; Schreib- und Lesefähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Environmental influence; Umwelteinfluss; Korrelation; Soziale Entwicklung; Schulleistung; Rassenunterschied; White; Weißer; Ethnische Minderheit; Geschlechterkonflikt; Language skill; Sprachkompetenz; Private school; Privatschule; Public school; Öffentliche Schule; Beobachtung; Kindesentwicklung
Abstract	This study examined associations between quality of social and physical environments in preschools and children's development of academic, language, and literacy skills, and the extent to which preschool quality moderated the associations between child risk and development. Participants were a diverse sample of 540 four-year-old children in Georgia who attended Head Start, the Georgia Pre-Kindergarten Program, or private preschools. Controlling for children's gender, family income, race/ethnicity, preschool program type, and pretest performance, high-quality social environments were positively associated with children's academic and literacy skills at the end of preschool. Quality of the physical environment was not associated with children's outcomes at the end of preschool; however, higher quality physical environments moderated the negative associations between income and academic development and between non-White race/ethnicity and literacy development. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10