Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany
Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany
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DOI：
10.1080/09243453.2012.749794
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发表时间：
2013-06-01
影响因子：
3
通讯作者：
Weinert, Sabine
中科院分区：
文献类型：
--
作者：
Anders, Yvonne;Grosse, Christiane;Weinert, Sabine
很少有研究调查学前班和小学如何相互作用影响儿童的认知发展。本次调查探讨了 3 岁（学前班一年级）至 7 岁（小学一年级）德国儿童的算术能力。我们首先确定了学前经历对发展的影响，同时控制了儿童因素、家庭背景和家庭学习环境（HLE）的质量。然后我们考虑了小学的教学质量如何影响计算能力。我们最后分析了学前班和小学如何互动。我们对就读于 97 所德国幼儿园的 547 名儿童进行了抽样调查。潜在生长曲线分析确定了与 3 岁算术能力和 7 岁发育相关的儿童和家庭因素：性别、移民背景、社会经济地位 (SES)、母亲教育、HLE。学前教育对算术发展的影响一直持续到 7 岁，其中过程质量的影响显着。德国需要加大力度确保高质量的学前教育。
Few studies have investigated how preschool and primary school interact to influence children's cognitive development. The present investigation explores German children's numeracy skills between age 3 (1st year of preschool) and age 7 (1st year of primary school). We first identified the influence of preschool experience on development while controlling for child factors, family background, and the quality of the home learning environment (HLE). We then considered how the instructional quality of primary schools influences numeracy. We finally analysed how preschool and primary school interact. We sampled 547 children who attended 97 German preschools. Latent growth curve analyses identified child and family factors related to age 3 numeracy and development to age 7: gender, migration background, socioeconomic status (SES), mother education, HLE. The effects of preschool on numeracy development persist until age 7 with notable effects from process quality. Strengthened efforts are needed to ensure high quality preschool education in Germany.