Chronic Absenteeism and Preschool Children's Executive Functioning Skills Development

Autor/inn/en	Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Jackson, Hannah
Titel	Chronic Absenteeism and Preschool Children's Executive Functioning Skills Development
Quelle	In: Journal of Education for Students Placed at Risk, 23 (2018) 1-2, S.39-52 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2018.1438201
Schlagwörter	Attendance; Preschool Children; Executive Function; Cognitive Development; Preschool Education; Educational Quality; Poverty; School Readiness; Statistical Analysis; Correlation; Skill Development + Suchen Sie Ihr Suchwort? Anwesenheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitive Entwicklung; Quality of education; Bildungsqualität; Armut; Readiness for school; School ability; Schulreife; Statistische Analyse; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Investments in preschool programs for children from disadvantaged backgrounds have historically been supported by research showing that these programs help children build school readiness skills and narrow the income-achievement gap. However, results from recent studies of the links between preschool participation and increases in school readiness skills are more mixed. Significant variation in regular preschool attendance and the availability of high-quality early learning environments could help explain mixed findings on preschool effectiveness. Using data from a preschool expansion demonstration project, we explored associations between children's attendance rates, classroom quality, and neighborhood poverty and children's fall to spring gains in a set of important school readiness skills in executive functioning. Children (N = 197) lived in neighborhoods where 26% of households (range = 0 - 92%) lived below the poverty line and attended 48 classrooms in public and private settings. Attendance rates, including chronic absenteeism, were significantly associated with children's gains in executive functioning skills, but only when children attended high-quality classrooms. Results suggest that efforts to increase attendance rates may benefit children's executive functioning skills among children living in higher poverty neighborhoods the most when communities also invest in increasing preschool classroom quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01