A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes.
A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes.
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更深入的研究，更广泛的群体：学前班福利在更广泛的成果上持续到一年级。
DOI：
10.1111/cdev.13928
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发表时间：
2023
影响因子：
4.6
通讯作者：
TulsaSEEDStudyTeam
中科院分区：
文献类型：
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作者：
Johnson,AnnaD;Partika,Anne;Martin,Anne;Horm,Diane;Phillips,DeborahA;TulsaSEEDStudyTeam
目前的研究提供了新的证据，证明学前教育对更广泛的技能（包括学术和执行功能）的持续益处，这比许多先前的研究都要多。使用倾向评分方法，我们预测儿童（N= 920, 1岁年龄= 6.5岁）在幼儿园和一年级（2020-2021年）的读写、语言、数学和EF技能，基于他们是否参加过公立学前班（以学校为基础的学前教育；Head Start）与没有学前班。在我们来自低收入家庭的种族多样化的儿童样本中（48%的西班牙裔/拉丁裔；21%的黑人；14%的白人；9%的印第安人；9%的多种族），学龄前儿童在幼儿园表现出英语读写能力、英语语言和数学方面的优势，这种优势大多持续到一年级。学前教育对幼儿园和一年级的英语学习没有促进作用。
The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills—both academic and executive functioning (EF)—than many prior studies have examined. Using propensity score methods, we predicted children's (N= 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first‐grade (2020–2021) based on whether they had attended public preschool (school‐based pre‐k; Head Start) versus no preschool. In our race‐ethnically diverse sample of children (48% Hispanic/Latinx; 21% Black; 14% White; 9% Native American; 9% multiracial) from low‐income families, preschool attenders showed advantages on English literacy, English language, and math in kindergarten, which mostly persisted into first‐grade. Preschool did not boost EF in kindergarten or first‐grade.