Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana.
Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana.
复制标题
加纳 COVID-19 大流行期间优质幼儿教育的中期保护作用。
DOI：
10.1111/cdev.13824
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发表时间：
2022
影响因子：
4.6
通讯作者：
Wolf S
中科院分区：
文献类型：
--
作者：
Wolf S
COVID - 19大流行导致全球学校停课时间延长。在此期间，各国内部和各国之间获得远程学习机会的机会极不平等。高质量的幼儿教育（ECE）可以提高以后的学业成绩，但危机期间的长期影响尚不清楚。本研究提供了第一个实验证据，证明在流行病相关的学校关闭期间，以前参加高质量的ECE课程如何影响加纳儿童参与远程学习和学习成绩。2020年10月，在4岁或5岁时参加高质量ECE的儿童（N= 1668； 50.1%为男性；年龄为10.1岁；所有加纳国民）在远程学习方面的参与度更高（d= 0.14），但语言、识字和数学成绩没有提高。以前接触高质量的欧洲经委会可能会支持危机期间的教育参与。
The COVID‐19 pandemic led to extended school closures globally. Access to remote learning opportunities during this time was vastly unequal within and across countries. Higher‐quality early childhood education (ECE) can improve later academic outcomes, but longer‐term effects during crises are unknown. This study provides the first experimental evidence of how previously attending a higher‐quality ECE program affected child engagement in remote learning and academic scores during pandemic‐related school closures in Ghana. Children (N= 1668; 50.1% male;Mage= 10.1 years; all Ghanaian nationals) who attended higher‐quality ECE at age 4 or 5 years had greater engagement in remote learning (d= .14) in October 2020, but not better language and literacy and math scores. Previous exposure to higher‐quality ECE may support educational engagement during crises.