Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds.
Quality of early childcare and education predicts high school STEM achievement for students from low-income backgrounds.
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早期儿童保育和教育的质量可以预测低收入家庭学生在高中 STEM 的成绩。
DOI：
10.1037/dev0001546
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发表时间：
2023
影响因子：
4
通讯作者：
Vandell, Deborah Lowe
中科院分区：
文献类型：
--
作者：
Bustamante, Andres S.;Bermudez, Vanessa N.;Ochoa, Karlena D.;Belgrave, Ashlee B.;Vandell, Deborah Lowe
高质量的早期儿童保育和教育（ECE）已证明与积极的教育和生活成果有长期联系，对低收入背景的儿童特别有影响。这项研究扩展了高质量的照顾者的敏感性和反应性和认知刺激（即，教育质量）在ECE设置和成功的科学，技术，工程和数学（STEM）在高中之间的长期关联的文献。使用1991年国家儿童健康和人类发展研究所的早期儿童保育和青年发展研究（人数1 096人; 48.6%为女性; 76.4%白色，11.3%非洲裔美国人，5.8%拉丁裔，6.5%其他），结果表明，欧洲经委会的教育质量与低收入和高收入之间的差距缩小有关，收入儿童STEM成绩和15岁时的学校表现。当来自低收入家庭的儿童在ECE中更多地接触到更高的学习质量时，STEM学校表现（即，高级STEM课程的入学率和STEM平均成绩）和STEM成绩（即，Woodcock-Johnson认知电池）的差异就会减少。此外，研究结果表明，这些协会从ECE的质量提升到15岁STEM成功，通过增加3至5年级（8-11岁）的STEM成绩，间接途径。研究结果表明，以社区为基础的幼儿教育与3至5年级STEM成绩的有意义的改善有关，而这又与高中STEM成绩和学校表现有关，幼儿教育的质量对低收入背景的儿童尤为重要。这项工作对政策和实践具有影响，将照顾者在生命的前5年在ECE环境中的认知刺激和敏感性定位为支持低收入背景儿童的STEM管道的一个有希望的杠杆。（PsycInfo数据库记录（c）2023阿帕，保留所有权利）
High-quality early childcare and education (ECE) has demonstrated long-term associations with positive educational and life outcomes and can be particularly impactful for children from low-income backgrounds. This study extends the literature on the long-term associations between high-quality caregiver sensitivity and responsiveness and cognitive stimulation (ie, caregiving quality) in ECE settings and success in science, technology, engineering, and mathematics (STEM) in high school. Using the 1991 National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (n= 1,096; 48.6% female; 76.4% White, 11.3% African American, 5.8% Latine, 6.5% other), results demonstrated that caregiving quality in ECE was associated with reduced disparities between low-and higher-income children’s STEM achievement and school performance at age 15. Disparities in STEM school performance (ie, enrollment in advanced STEM courses and STEM grade point average) and STEM achievement (ie, Woodcock–Johnson cognitive battery) were reduced when children from lower-income families experienced more exposure to higher caregiving quality in ECE. Further, results suggested an indirect pathway for these associations from caregiving quality in ECE to age 15 STEM success through increased STEM achievement in Grades 3 through 5 (ages 8–11 years). Findings suggest that community-based ECE is linked to meaningful improvements in STEM achievement in Grades 3 through 5 which in turn relates to STEM achievement and school performance in high school, and caregiving quality in ECE is particularly important for children from lower-income backgrounds. This work has implications for policy and practice positioning caregivers’ cognitive stimulation and sensitivity in ECE settings across the first 5 years of life as a promising lever for bolstering the STEM pipeline for children from lower-income backgrounds.(PsycInfo Database Record (c) 2023 APA, all rights reserved)