Literaturnachweis - Detailanzeige
Autor/inn/en | Sincovich, Alanna; Gregory, Tess; Harman-Smith, Yasmin; Brinkman, Sally Anne |
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Titel | Exploring Associations between Playgroup Attendance and Early Childhood Development at School Entry in Australia: A Cross-Sectional Population-Level Study |
Quelle | In: American Educational Research Journal, 57 (2020) 2, S.475-503 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831219854369 |
Schlagwörter | Play; Correlation; Child Development; Preschool Children; Comparative Analysis; School Readiness; Early Childhood Education; Attribution Theory; Foreign Countries; Case Studies; Role; Attendance; Measures (Individuals); Peer Relationship; Socialization; Race; Ethnicity; Gender Differences; Place of Residence; Native Language; Socioeconomic Status; Australia Spiel; Korrelation; Kindesentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Case study; Fallstudie; Case Study; Rollen; Anwesenheit; Messdaten; Peer-Beziehungen; Socialisation; Sozialisation; Rasse; Abstammung; Ethnizität; Geschlechterkonflikt; Wohnort; Socio-economic status; Sozioökonomischer Status; Australien |
Abstract | Despite widespread utilization, research exploring associations between playgroup and child development is scarce. We analyzed a national data set measuring the holistic development of children aged 4 to 6 years who commenced school in Australia in 2015 (n = 104,767), the Australian Early Development Census, to explore developmental differences between children who did and did not attend playgroup before school. Children who attended playgroup had better development at school entry relative to those who had not attended playgroup, after adjustment for a range of confounding factors. These differences were observed across all five developmental domains and were universal to children from a range of backgrounds. Results support the need for future research to explore the causal effects of playgroup on children's development. (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 |