Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta-Analysis

Autor/inn/en	Ulferts, Hannah; Wolf, Katrin M.; Anders, Yvonne
Titel	Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta-Analysis
Quelle	In: Child Development, 90 (2019) 5, S.1474-1489 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ulferts, Hannah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13296
Schlagwörter	Instructional Effectiveness; Early Childhood Education; Outcomes of Education; Longitudinal Studies; Meta Analysis; Foreign Countries; Children; Adolescents; Child Care; Educational Quality; Europe + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Meta-analysis; Metaanalyse; Ausland; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kinderfürsorge; Kinderbetreuung; Quality of education; Bildungsqualität; Europa
Abstract	This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children's school career (ES = 0.11, Cohen's d = 0.22, and ES = 0.10, Cohen's d = 0.20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01