Does an Integrated, Wrap-Around School and Community Service Model in an Early Learning Setting Improve Academic Outcomes for Children from Low Socioeconomic Backgrounds?

Autor/inn/en	Newman, Shannon; McLoughlin, June; Skouteris, Helen; Blewitt, Claire; Melhuish, Edward; Bailey, Cate
Titel	Does an Integrated, Wrap-Around School and Community Service Model in an Early Learning Setting Improve Academic Outcomes for Children from Low Socioeconomic Backgrounds?
Quelle	In: Early Child Development and Care, 192 (2022) 5, S.816-830 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Newman, Shannon) ORCID (Skouteris, Helen) ORCID (Blewitt, Claire) ORCID (Bailey, Cate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1803298
Schlagwörter	Foreign Countries; Models; Early Intervention; Preschool Education; Low Income Students; Disadvantaged Youth; Academic Achievement; Achievement Gap; School Readiness; Community Services; Young Children; Australia + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Pre-school education; Vorschulerziehung; Benachteiligter Jugendlicher; Schulleistung; Readiness for school; School ability; Schulreife; Gemeindenahe Versorgung; Frühe Kindheit; Australien
Abstract	Many children start school developmentally vulnerable and struggle to keep up with their peers. Children experiencing socioeconomic-disadvantage are at higher risk of poor developmental outcomes. A high-quality education and wrap-around community-service model, such as the Doveton Model, at Doveton College, Australia, may improve outcomes for families experiencing entrenched disadvantage. This study focussed on the effect of this model on early-learning (pre-formal schooling) for school entry readiness and academic achievement over the subsequent four years. Students who did/did not attend the Doveton Model Early-Learning-Centre were compared using standard reading, oral-language, writing and numeracy tests from school-entry to Year 3. There was a trend towards higher academic achievement for students who attended Doveton early-learning compared to students who had not. Many tests showed statistically significant differences, despite low sample sizes. This study provides preliminary evidence that attending early-learning within a high-quality, wrap-around service model may have significant academic benefits for disadvantaged children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01