Early Childhood Education in the United States: What, When, Where, Who, How, and Why
Early Childhood Education in the United States: What, When, Where, Who, How, and Why
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美国的幼儿教育：什么、何时、何地、谁、如何以及为什么
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Elizabeth U. Cascio
中科院分区：
文献类型：
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作者：
Elizabeth U. Cascio
本章涉及幼儿教育 (ECE) 的文献状况——为低于公共教育标准资格年龄的儿童提供团体指导的正式计划。我描述了如何令人信服地评估儿童早教项目，以及为什么它们可能会或可能不会缩小整个生命周期的福祉差距。这些方法、其应用的结果以及它们的正确解释关键取决于谁参与以及参与的时间和地点。由于即使在美国国内，这些问题的答案也存在很大差异，因此我重点关注美国的经验。在过去的二十年里，我们在了解大规模 ECE 参与对美国的影响方面取得了相当大的进展，因为文献已经远离小规模模型干预（尽管仍然受到这种干预的强烈影响）。然而，关于参与大规模开展的儿童早教项目的长期影响、将大规模儿童早教干预与晚年福祉联系起来的机制，以及以儿童早教参与为条件的儿童早教质量的影响，仍有很多有待了解。
This chapter concerns the state of the literature on early childhood education (ECE) – formal programs offering group instruction for children younger than the standard eligibility age for public education. I describe how ECE programs can be convincingly evaluated and why they may or may not work to narrow gaps in well-being across the lifecycle. The methods, the findings from their application, and their proper interpretation rest critically on who participates and when and where that participation is situated. Because there is a great deal of variation in the answers to these questions even within the United States, I focus on the U.S. experience. Over the past two decades, we have made considerable progress understanding the impacts of large-scale ECE participation in the U.S., as the literature has moved away from – despite being still strongly influenced by – small-scale model interventions. And yet, there is still much to be learned about the long-term effects of participating in ECE programs operating at scale, the mechanisms linking large-scale ECE interventions to later-life well-being, and the effects of ECE quality conditional on ECE participation.