Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations between Enrollment in PreK and Constrained and Unconstrained Skills across Kindergarten

Autor/inn/en	McCormick, Meghan; Weiland, Christina; Hsueh, JoAnn; Pralica, Mirjana; Weissman, Amanda K.; Moffett, Lillie; Snow, Catherine; Sachs, Jason
Titel	Is Skill Type the Key to the PreK Fadeout Puzzle? Differential Associations between Enrollment in PreK and Constrained and Unconstrained Skills across Kindergarten
Quelle	In: Child Development, 92 (2021) 4, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCormick, Meghan) ORCID (Weissman, Amanda K.) ORCID (Moffett, Lillie) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13520
Schlagwörter	Preschool Education; Kindergarten; Language Skills; Mathematics Skills; Literacy; Sustainability; Outcomes of Education; Family Income; Bilingual Students; Young Children + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Language skill; Sprachkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Nachhaltigkeit; Lernleistung; Schulerfolg; Familieneinkommen; Frühe Kindheit
Abstract	This study examines whether associations between enrollment in public and non-public PreK and children's (N = 508; M[subscript age] = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten for unconstrained skills, relative to constrained skills. Only associations between non-public PreK and unconstrained language skills were sustained through the spring of kindergarten. Associations in the fall of kindergarten differed by family income and dual language learner (DLL) status but there was no subgroup variation by the spring of kindergarten. Implications for policy and practice are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01