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. Gefälligkeitsübersetzung: Einfluss der Prozessqualität in der frühkindlichen Bildung und Betreuung auf den akademischen Erfolg: Eine längsschnittliche Meta-Analyse.
Quelle	In: Child development, 90 (2019) 5, S. 1474-1489Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0009-3920; 1467-8624
DOI	10.1111/cdev.13296
Schlagwörter	Bildung; Erziehung; Evaluation; Frühe Kindheit; Kind; Kinderbetreuung; Kleinkind; Schule; Interkulturelle Differenz; Lernumgebung; Bildungsprogramm; Sprache; Lesekompetenz; Schreibkompetenz; Mathematik; Wissenschaft; Entwicklung; Leistung; Qualität; Regionaler Unterschied; Versorgung
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 = .11, Cohen's d = .22, and ES = .10, Cohen's d = .20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3