The Role of Attending Center-Based Care for Kindergarten-Aged Children with Disabilities

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Autor/in	Gottfried, Michael A.
Titel	The Role of Attending Center-Based Care for Kindergarten-Aged Children with Disabilities
Quelle	In: Teachers College Record, 119 (2017) 3Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
Schlagwörter	Kindergarten; Disabilities; Social Development; Emotional Development; Symptoms (Individual Disorders); Children; Surveys; Longitudinal Studies; Socioeconomic Status; Reading Achievement; Mathematics Achievement; Parent Attitudes; Teacher Attitudes; Child Behavior; Regression (Statistics); Correlation; Preschool Education; Child Care Centers; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Soziale Entwicklung; Gefühlsbildung; Psychiatrische Symptomatik; Child; Kind; Kinder; Survey; Umfrage; Befragung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternverhalten; Lehrerverhalten; Regression; Regressionsanalyse; Korrelation; Pre-school education; Vorschulerziehung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung
Abstract	Background/Context: Families have been increasingly utilizing center-based care both during prekindergarten as well as before/after school during kindergarten (CBC-K), and the literature has addressed the relative effectiveness of attending the former on early schooling outcomes. However, missing in the field is an analysis of the efficacy of attending the latter. To compound this, no research has considered how attending CBC-K is associated with early outcomes for children with disabilities. Purpose/Objective/Research Question/Focus of the Study: There were four research questions: 1. Do kindergarten academic outcomes differ for children with disabilities who did and did not attend CBC-K? 2. Do kindergarten socioemotional outcomes differ for children with disabilities who did and did not attend CBC-K? 3. Do these relationships differ by disability? 4. Do these relationships differ by socioeconomic status (SES)? Population/Participants/Subjects: This study utilizes data from the newly released Early Childhood Longitudinal Study-Kindergarten Class of 2011 (ECLS-K:2011). The ECLS-K: 2011 represents the most contemporary national-level data available to study these research questions. Research Design: This study examined two sets of outcomes. The first set included reading and math achievement. The second set included socioemotional scales based on both teacher and parent ratings of child behavior. These outcomes were regressed on a measure for having attended CBC-K as well as a wide span of child and family characteristics. Error terms were clustered at the school level to account for nested data. Findings: The results based on the first and second research questions indicated that for children with disabilities, there was a negative association between attending CBC-K and academic and socioemotional measures compared to not attending CBC-K. As for the third research question, children with emotional or learning/communication disabilities had the largest observed negative association with the set of outcomes from having attended CBC-K (along with children with developmental delays when considering achievement outcomes) compared to children from the same groups who did not attend CBC-K. As for the fourth research question, there was little difference of attending versus not attending CBC-K by SES. Conclusions/Recommendations: When considering transitions into kindergarten, attending CBC-K certainly appears to have an effect, albeit negative for both children with and without disabilities. Having documented these patterns, this study helped to provide a well-rounded portrait into how center-based care affects outcomes for school-aged children. (As Provided).
Anmerkungen	Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail: tcr@tc.edu; Web site: http://www.tcrecord.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01