Preschool to kindergarten transition patterns for African American boys
Preschool to kindergarten transition patterns for African American boys
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DOI：
10.1016/j.ecresq.2013.11.004
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发表时间：
2014-01-01
影响因子：
3.7
通讯作者：
Winn, Donna-Marie C.
中科院分区：
文献类型：
--
作者：
Iruka, Iheoma U.;Gardner-Neblett, Nicole;Winn, Donna-Marie C.
本研究使用早期儿童纵向研究 - 出生队列 (ECLS-B) 数据集重点研究非裔美国男孩从学前班到幼儿园的过渡模式。我们进行了分析，以检验社会经济地位、养育方式（即情感支持、侵入性）和参加以中心为基础的项目是否可以预测处于特定过渡模式的可能性。数据中出现了四种模式：(1) 学业成绩提高，(2) 早期成绩者：学业和社交能力下降，(3) 低成绩者：学业成绩下降，(4) 成绩优异者始终如一。非裔美国男孩的学校过渡模式存在异质性，许多男孩从学前班到幼儿园表现出稳定性。家庭收入、养育方式和互动与加入学业成绩显着提高的群体的可能性增加有关，这表明父母为非裔美国男孩从学前班过渡到幼儿园时提供丰富的机会和经历的重要性。 (C) 2013 Elsevier Inc. 保留所有权利。
This study focused on the transition patterns of African American boys from preschool to kindergarten using the Early Childhood Longitudinal Study - Birth Cohort (ECLS-B) dataset. Analyses were conducted to examine whether socioeconomic status, parenting (i.e., emotional support, intrusiveness), and attendance in a center-based program predicted likelihood of being in a particular transition pattern. Four patterns emerged from the data: (1) Increasing Academically, (2) Early Achiever: Declining Academically & Socially, (3) Low Achiever: Declining Academically, and (4) Consistent Early Achiever. There was heterogeneity in the school transition patterns of African American boys, with many showing stability from preschool to kindergarten. Family income and parenting practices and interactions were associated with an increased probability of being in the group that showed a significant increase in academics, suggesting the importance of parents' provision of enriching opportunities and experiences for African American boys as they transition from preschool to kindergarten. (C) 2013 Elsevier Inc. All rights reserved.