Absenteeism in Head Start and Children's Academic Learning.
Absenteeism in Head Start and Children's Academic Learning.
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开端和儿童学术学习中的缺勤。
DOI：
10.1111/cdev.12800
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发表时间：
2018
影响因子：
4.6
通讯作者：
Purtell,KellyM
中科院分区：
文献类型：
--
作者：
Ansari,Arya;Purtell,KellyM
本研究使用2009年家庭和儿童经历调查队列（n= 2842）的全国代表性数据，研究了3 - 4岁儿童缺席“学前教育”对他们早期学术学习的影响。这项研究的结果显示，缺课天数越多的孩子，尤其是那些长期缺课的孩子，在学龄前的数学和读写能力方面的进步就越少。此外，研究发现，过多的缺勤会减损高质量学前教育的潜在好处，对于那些进入学前教育项目时技能不太发达的儿童的早期学习尤其成问题。对政策和实践的影响进行了讨论。
Using nationally representative data from the Family and Child Experiences Survey 2009 cohort (n=2,842), this study examined the implications of 3‐ and 4‐year‐old's absences from Head Start for their early academic learning. The findings from this study revealed that children who missed more days of school, and especially those who were chronically absent, demonstrated fewer gains in areas of math and literacy during the preschool year. Moreover, excessive absenteeism was found to detract from the potential benefits of quality preschool education and was especially problematic for the early learning of children who entered the Head Start program with a less developed skill set. Implications for policy and practice are discussed.