Preschool and Primary School Influences on the Development of Children's Early Numeracy Skills between the Ages of 3 and 7 Years in Germany

Autor/inn/en	Anders, Yvonne; Grosse, Christiane; Rossbach, Hans-Gunther; Ebert, Susanne; Weinert, Sabine
Titel	Preschool and Primary School Influences on the Development of Children's Early Numeracy Skills between the Ages of 3 and 7 Years in Germany
Quelle	In: School Effectiveness and School Improvement, 24 (2013) 2, S.195-211 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2012.749794
Schlagwörter	Parent Child Relationship; Elementary Schools; Preschool Education; Numeracy; Foreign Countries; Early Experience; Cognitive Development; Family Characteristics; Educational Quality; Socioeconomic Status; Parent Background; Educational Attainment; Educational Environment; Family Environment; Gender Differences; Migration; Longitudinal Studies; Structural Equation Models; Correlation; Germany + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elementary school; Grundschule; Volksschule; Pre-school education; Vorschulerziehung; Rechenkompetenz; Ausland; Frühbeginn; Kognitive Entwicklung; Quality of education; Bildungsqualität; Socio-economic status; Sozioökonomischer Status; Elternhaus; Bildungsabschluss; Bildungsgut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Geschlechterkonflikt; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Deutschland
Abstract	Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while controlling for child factors, family background, and the quality of the home learning environment (HLE). We then considered how the instructional quality of primary schools influences numeracy. We finally analysed how preschool and primary school interact. We sampled 547 children who attended 97 German preschools. Latent growth curve analyses identified child and family factors related to age 3 numeracy and development to age 7: gender, migration background, socioeconomic status (SES), mother education, HLE. The effects of preschool on numeracy development persist until age 7 with notable effects from process quality. Strengthened efforts are needed to ensure high quality preschool education in Germany. (Contains 4 tables, 2 figures and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10