Early Childhood Experiences and Kindergarten Success: A Population-Based Study of a Large Urban Setting

Autor/inn/en	Fantuzzo, John W.; Rouse, Heather L.; McDermott, Paul A.; Sekino, Yumiko; Childs, Stephanie; Weiss, Andrea
Titel	Early Childhood Experiences and Kindergarten Success: A Population-Based Study of a Large Urban Setting
Quelle	In: School Psychology Review, 34 (2005) 4, S.571-588 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Urban Schools; High Risk Students; Kindergarten; Early Childhood Education; Child Care; Age Differences; Gender Differences; Racial Differences; Ethnicity; Poverty; Parent Influence; Educational Attainment; Neighborhoods; Student Adjustment; Educational Experience + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Problemschüler; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Armut; Bildungsabschluss; Bildungsgut; Neighbourhoods; Nachbarschaft; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Bildungserfahrung
Abstract	This study examined the unique protective influence of center-based early care and education experiences on kindergarten outcomes for children entering public school kindergarten. The 3,969 participants were geographically and demographically representative of an entire kindergarten cohort in a large urban school district. Child age, gender, ethnicity, family poverty, low maternal education, and neighborhood were found to be risks for academic and behavioral adjustment upon kindergarten entry. Controlling for these risks, formal, center-based experiences were related significantly to higher levels of Language Arts, Mathematics, Social Knowledge, Motor Skills, and Work Habits performance assessments and attendance in kindergarten. Initial advantages associated with center-based early care and education were sustained across the kindergarten year. (Contains 3 tables and 1 footnote.) (Author).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10