Literaturnachweis - Detailanzeige
Autor/in | Ansari, Arya |
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Titel | The Persistence of Preschool Effects from Early Childhood through Adolescence |
Quelle | In: Journal of Educational Psychology, 110 (2018) 7, S.952-973 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000255 |
Schlagwörter | Preschool Education; Educational Benefits; Middle Class; Preschool Children; Academic Achievement; Achievement Tests; Academic Ability; Interpersonal Competence; Kindergarten; Grade 1; Grade 3; Grade 5; Grade 8; Behavior Problems; Student Characteristics; Family Characteristics; Educational Environment; Middle School Students; Early Childhood Longitudinal Survey Pre-school education; Vorschulerziehung; Bildungsertrag; Mittelschicht; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Interpersonale Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin |
Abstract | Using data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998 (n = 15,070), this study used propensity scores to examine the short- and long-term academic and psychosocial benefits of preschool education for a diverse sample of middle-class children. Compared with children who attended informal care at age 4, preschool attendees consistently performed better on achievement tests from age 5 through early adolescence, but exhibited less optimal psychosocial skills. These negative behavioral effects of preschool were concentrated among children who attended preschool for 20 or more hours per week, but otherwise, there was little evidence of heterogeneity as a function of program type or child- and family characteristics. The long-term academic advantages of preschool were, however, largely explained by their positive effects on academic skills early in formal schooling and there was evidence for convergence in children's academic test scores, which was partially attributed to the differences in children's social skills during the early elementary school years. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |