Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status

Autor/in	Schmerse, Daniel
Titel	Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status
Quelle	In: Child Development, 91 (2020) 6, S.2237-2254 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schmerse, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13357
Schlagwörter	Foreign Countries; Preschool Education; Elementary School Students; Preschool Children; Teacher Student Relationship; Interaction; Academic Achievement; Family Income; Socioeconomic Status; Low Income Students; School Readiness; At Risk Students; Program Effectiveness; Grade 2; Learning; Germany + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Schulleistung; Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Readiness for school; School ability; Schulreife; School year 02; 2. Schuljahr; Schuljahr 02; Lernen; Deutschland
Abstract	This study investigates whether children's preschool experiences are associated with later achievement via enhanced learning behaviors using data from a German longitudinal study following children (N = 554) from age 3 in preschool to age 8 in second grade. There were two main findings. First, results suggest that more positive learning behaviors at school entry mediate effects of teacher-child interactions in preschool on second-grade achievement. Second, these effects varied by parental socioeconomic status (SES) indicating that low-SES children benefited the most. The findings highlight the role of preschool classroom environments in shaping the school readiness of children with socioeconomic risk factors. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01