Competent Children at 8: Families, Early Education, and Schools.

Autor/inn/en	Wylie, Cathy; Thompson, Jean; Lythe, Cathy
Institution	New Zealand Council for Educational Research, Wellington.
Titel	Competent Children at 8: Families, Early Education, and Schools.
Quelle	(1999), (208 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-877140-65-1
Schlagwörter	Quantitative Daten; Academic Achievement; Childhood Attitudes; Children; Cognitive Development; Competence; Early Childhood Education; Educational Attainment; Elementary School Students; Family Environment; Foreign Countries; Individual Differences; Language Skills; Longitudinal Studies; Parent Background; Parent Influence; Persistence; Predictor Variables; Problem Solving; Sex Differences; Social Development; Social Differences; Socioeconomic Status; Student Responsibility; New Zealand + Suchen Sie Ihr Suchwort? Schulleistung; Child; Kind; Kinder; Kognitive Entwicklung; Kompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsabschluss; Bildungsgut; Familienmilieu; Ausland; Individueller Unterschied; Language skill; Sprachkompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternhaus; Ausdauer; Prädiktor; Problemlösen; Sex difference; Geschlechtsunterschied; Soziale Entwicklung; Sozialer Unterschied; Socio-economic status; Sozioökonomischer Status; Neuseeland
Abstract	A longitudinal study described variations and changes in New Zealand children's cognitive, social, communicative, and problem-solving competencies from school entry at age 5 years and examined the impact of early childhood education experiences, family resources, home activities, and school resources on those competencies. This report, the third from the project, describes 8-year-olds' competencies, and compares the data with those gathered when children were 5 and 6. Data were gathered for 523 eight-year-olds, most from the Wellington region of New Zealand. One of the major findings of the study was that family resources were identified as the main factor associated with differences in children's competency levels, including family income, maternal education, and parental occupations. A considerable number of home experiences showed different patterns related to family income or maternal education. Early childhood education had enduring and concurrent effects on children's competency levels, with the age at program entry, family income, and program quality having an influence. Regular school attendance was particularly beneficial for children whose mothers had little formal education, and parental homework supervision was especially beneficial for children from low income homes. The report concludes that change to the socioeconomic differences inherited by the children would have the greatest impact on their competencies, and that the findings point to the importance of children using their knowledge and skills at home and in school and to the role of policies that support parental involvement in their children's education. Two appendices include further information on the principal component and factor analyses. (Contains 31 references.) (KB)
Anmerkungen	NZCER Distribution Services, P.O. Box 3237, Wellington, New Zealand.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC