Detailing New Dangers: Linking Kindergarten Chronic Absenteeism to Long-Term Declines in Executive Functioning

Autor/inn/en	Gottfried, Michael A.; Ansari, Arya
Titel	Detailing New Dangers: Linking Kindergarten Chronic Absenteeism to Long-Term Declines in Executive Functioning
Quelle	In: Elementary School Journal, 121 (2021) 3, S.484-503 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/712426
Schlagwörter	Kindergarten; Young Children; Attendance; Executive Function; Skill Development; Short Term Memory; Cognitive Ability + Suchen Sie Ihr Suchwort? Frühe Kindheit; Anwesenheit; Kompetenzentwicklung; Qualifikationsentwicklung; Kurzzeitgedächtnis; Denkfähigkeit
Abstract	Of all elementary school years, absenteeism is at its peak during kindergarten. Although much has been established about the effects of missing kindergarten school days on achievement, nothing has yet been established on absenteeism and executive function (EF) skills. Yet developing EF skills early in school is critical, and missed in-school time might have long-term implications. To explore this link, we asked whether absenteeism in kindergarten was linked to both short- and long-term EF skill development. Using nationally representative data (N = 14,370) and employing fixed-effects modeling, we found that kindergarten absenteeism was linked to lower working memory and cognitive flexibility outcomes. The patterns varied based on definition of absenteeism, though our evidence does suggest long-term declines on EF skills seen through at least third grade. (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01