Chronic Absenteeism and Preschool Children's Executive Functioning Skills Development
Chronic Absenteeism and Preschool Children's Executive Functioning Skills Development
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DOI：
10.1080/10824669.2018.1438201
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发表时间：
2018-01-01
影响因子：
1.5
通讯作者：
Jackson, Hannah
中科院分区：
文献类型：
--
作者：
Fuhs, Mary Wagner;Nesbitt, Kimberly Turner;Jackson, Hannah
历史上，对弱势背景儿童学前教育项目的投资一直得到研究的支持，研究表明这些项目可以帮助儿童培养入学准备技能并缩小收入与成就的差距。然而，最近关于学前教育参与和入学准备技能提高之间联系的研究结果更为复杂。定期学前教育出勤率的显着变化和高质量的早期学习环境的可用性可能有助于解释学前教育有效性的混合结果。利用学前教育扩展示范项目的数据，我们探讨了儿童的出勤率，课堂质量和社区贫困之间的关联，以及儿童在执行功能中的一组重要的入学准备技能的下降到春季收益。儿童（N = 197）生活在26%的家庭（范围= 0 - 92%）生活在贫困线以下的社区，并在公共和私人环境中参加了48个教室。出勤率，包括长期旷课，与儿童执行功能技能的提高显著相关，但只有当儿童上高质量的教室时。结果表明，努力提高出勤率可能有利于儿童的执行功能技能的儿童生活在较高的贫困社区的最当社区也投资于提高学前班的质量。
Investments in preschool programs for children from disadvantaged backgrounds have historically been supported by research showing that these programs help children build school readiness skills and narrow the income-achievement gap. However, results from recent studies of the links between preschool participation and increases in school readiness skills are more mixed. Significant variation in regular preschool attendance and the availability of high-quality early learning environments could help explain mixed findings on preschool effectiveness. Using data from a preschool expansion demonstration project, we explored associations between children's attendance rates, classroom quality, and neighborhood poverty and children's fall to spring gains in a set of important school readiness skills in executive functioning. Children (N = 197) lived in neighborhoods where 26% of households (range = 0 - 92%) lived below the poverty line and attended 48 classrooms in public and private settings. Attendance rates, including chronic absenteeism, were significantly associated with children's gains in executive functioning skills, but only when children attended high-quality classrooms. Results suggest that efforts to increase attendance rates may benefit children's executive functioning skills among children living in higher poverty neighborhoods the most when communities also invest in increasing preschool classroom quality.