Nationally Representative Evidence on the Association between Preschool and Executive Function Skills throughout Elementary School

Autor/in	Little, Michael
Titel	Nationally Representative Evidence on the Association between Preschool and Executive Function Skills throughout Elementary School
Quelle	In: AERA Open, 7 (2021) 1, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Little, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Preschool Education; Elementary Education; Preschool Children; Elementary School Students; Executive Function; Longitudinal Studies; Surveys; Short Term Memory; Cognitive Ability; School Effectiveness; Attendance; Private Schools; Public Schools; Student Characteristics; Outcomes of Education; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Elementarunterricht; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Kurzzeitgedächtnis; Denkfähigkeit; Schuleffizienz; Anwesenheit; Private school; Privatschule; Public school; Öffentliche Schule; Lernleistung; Schulerfolg
Abstract	Executive function skills are a set of cognitive processes that help individuals to engage in goal-directed behavior and have been linked to benefits in academic achievement and other learning-related outcomes. Recently, there has been interest in understanding how attending center-based preschool may relate to the development of executive function skills. This study used the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (n [approximately] 9,270) to examine the association between preschool attendance and executive function skills in each grade of elementary school. The results of the analysis suggest small initial associations of preschool attendance with some subdomains of executive function (working memory) but not others (cognitive flexibility). These associations are heterogenous based on preschool type (i.e., public vs. private). The longitudinal analysis revealed rapid attenuation of initially positive associations, but also some indications of so-called "sleeper effects" emerged in late elementary school for working memory. Implications for research and policy are discussed. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01