Children's Exposure to Sustainability Practices during the Transition from Preschool into School and Their Learning and Socioemotional Development

Autor/inn/en	Benner, Aprile D.; Thornton, Anna; Crosnoe, Robert
Titel	Children's Exposure to Sustainability Practices during the Transition from Preschool into School and Their Learning and Socioemotional Development
Quelle	In: Applied Developmental Science, 21 (2017) 2, S.121-134 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2016.1175946
Schlagwörter	Sustainability; Surveys; Longitudinal Studies; Interpersonal Competence; Early Childhood Education; Transitional Programs; Elementary School Students; Preschool Children; Kindergarten; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Interpersonale Kompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Evidence that the learning gains of preschool fade as children transition into elementary school has led to increased efforts to sustain preschool advantages during this key transitional period. This study explores whether the observed benefits of sustainability practices for a range of child outcomes are explained and/or moderated by family and school mechanisms selecting children into experiencing these practices. Analyses of the Early Childhood Longitudinal Study-Birth Cohort revealed that both family and school factors predicted children's exposure to several PK-3 sustainability practices. PK-3 sustainability practices were associated with reading (but not math) gains and better interpersonal skills (but not fewer externalizing behaviors) following the transition into kindergarten. These links were not conditioned by the selection mechanisms. The findings highlight who is more likely to seek out (at the family level) or offer (at the school level) sustainability practices and how relevant they are to fighting preschool fadeout. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01