A Quasi-Experimental Study into the Relations between Families' Social and Cultural Background and Children's Creche Experience and Global Cognitive Competence in Primary School

Autor/in	Burger, Kaspar
Titel	A Quasi-Experimental Study into the Relations between Families' Social and Cultural Background and Children's Creche Experience and Global Cognitive Competence in Primary School
Quelle	In: Early Child Development and Care, 182 (2012) 7, S.875-906 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2011.590938
Schlagwörter	Child Care; Cultural Background; Foreign Countries; Disadvantaged Youth; Correlation; Child Development; Role; Cognitive Ability; Regression (Statistics); Cultural Differences; Social Differences; Intervention; Educational Research; Child Care Centers; Elementary School Students; Switzerland + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Ausland; Benachteiligter Jugendlicher; Korrelation; Kindesentwicklung; Rollen; Denkfähigkeit; Regression; Regressionsanalyse; Kultureller Unterschied; Sozialer Unterschied; Bildungsforschung; Pädagogische Forschung; Child care facilities; Child care services; Kinderzentrum; Schweiz
Abstract	This study analysed the role of both sociocultural background and exposure to a creche on children's development of cognitive competence in Switzerland. Data were derived from a survey on children's cognitive proficiency after enrolment to primary school. Correlations and multiple linear regressions indicate that creche experience was not related to children's cognitive proficiency when sociocultural background characteristics were held constant, irrespective of duration and intensity of exposure. However, social and cultural background variables were related significantly to children's competence, suggesting that sociocultural disparities begin to affect children's skills early in life. The results are contextualised within the field of early childhood care and education research, and a number of explanations concerning the absence of effects of creche are discussed. The findings are discussed in terms of implications for policy. They might encourage policymakers to supply socially disadvantaged children growing up in impoverished learning environments with enriched services and special interventions. (Contains 5 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10