Survey data on the impact of COVID-19 on parental engagement across 23 countries. Data in brief, 35
Survey data on the impact of COVID-19 on parental engagement across 23 countries. Data in brief, 35
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关于 COVID-19 对 23 个国家/地区家长参与度影响的调查数据。
DOI：
10.1080/09669760.2022.2137783
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发表时间：
2021
期刊：
影响因子：
1.2
通讯作者：
A.
中科院分区：
文献类型：
--
作者：
Osorio-Saez;E. M.;Eryilmaz;N.;Sandoval-Hernandez;A.;Lau;Y. Y.;Barahona;E.;Bhatti;A. A.;... ;Taniguchi;K.;… & Zionts;A.
以前的研究已经相当重视的影响，一个孩子的小学教育参加学前教育。研究人员断言，早期教育干预可以弥补贫困和学习环境不足对儿童发展和学业成功的影响。本研究分析了学前教育和学生阅读和数学成绩之间的关系，在六年级，重点是弱势儿童，在参加南部和东部非洲联盟监测教育质量（SACMEQ）III项目的国家。结果表明，接受学前教育的儿童的成绩高于未接受学前教育的儿童。拥有大量家庭学习资源的儿童的学习成绩要好于拥有少量家庭学习资源的儿童。在几乎所有国家，处境不利的儿童在接受学前教育时成绩都有所提高。然而，学前教育对改善社会不平等的贡献因各国的不同情况而有所不同。这些研究结果有助于讨论幼儿保育和教育的重要性，特别是在撒哈拉以南非洲。
Previous studies have paid considerable attention to the impact on a child’s primary education of attending pre-primary school. Researchers have asserted that early educational intervention can compensate for the effects of poverty and inadequate learning environments on child development and school success. This study analyzes the relationship between pre-primary education and student reading and mathematics achievement in the sixth grade, focusing on disadvantaged children, in countries that participated in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) III project. The results show that the achievement of children who attended pre-primary education is higher than that of those who did not. The achievement of children who have many home resources for learning is better than that of children who have a few such resources. In almost all countries, disadvantaged children’s achievement is increased when they attend pre-primary education. However, the contribution of pre-primary education to ameliorating social inequalities is different in the various contexts of different countries. These findings contribute to the discussion on the importance of early childhood care and education, especially in sub-Saharan Africa.