Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3

Autor/inn/en	Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A.
Titel	Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3
Quelle	(2018), (46 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Ansari, Arya) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.3102/0002831218817737
Schlagwörter	Educational Benefits; Executive Function; Early Childhood Education; Low Income; Interpersonal Competence; Social Development; Peer Relationship; Educational Experience; Preschool Children; Counties; Academic Ability; Student Characteristics; Cognitive Tests; Short Term Memory; Emotional Development; Academic Achievement; Correlation; Comparative Analysis; Achievement Gains; Student Diversity; Digit Span Test; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Bildungsertrag; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Niedriglohn; Interpersonale Kompetenz; Soziale Entwicklung; Peer-Beziehungen; Bildungserfahrung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kognitiver Fähigkeitstest; Kurzzeitgedächtnis; Gefühlsbildung; Schulleistung; Korrelation; Achievement gain; Leistungssteigerung
Abstract	This investigation considered the short-term benefits of early childhood education participation at age 3 for 1,213 children from low-income families living in a large and linguistically diverse county. Although no benefits emerged for executive functioning, children who participated in formal early childhood programs at the age of 3 entered pre-K the following year demonstrating stronger academic skills, and less optimal social behavior than their peers with no earlier educational experience. However, these academic benefits were short-lived and did not persist through the end of pre-K, in large part because children who did not attend these programs at age 3 caught-up with their classmates who did. Roughly a quarter of this convergence in academics was attributed to children's subsequent classroom experiences. [This paper was published in the "American Educational Research Journal" (EJ1222475).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01