The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade
The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade
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DOI：
10.1111/1467-8624.00364
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发表时间：
2001-09-01
影响因子：
4.6
通讯作者：
Yazejian, N
中科院分区：
文献类型：
--
作者：
Peisner-Feinberg, ES;Burchinal, MR;Yazejian, N
733名儿童的认知和社会情感发展进行了纵向检查，从4岁到8岁，作为他们在社区儿童保育中心的学前教育经验的质量的函数，调整后的家庭选择因素与儿童保育质量和发展。这些结果提供的证据表明，儿童保育质量有一个温和的长期影响儿童的认知和社会情感的发展模式，至少通过幼儿园，在某些情况下，通过二年级。儿童保育质量的两个方面对儿童的发展有不同的影响。观察到的课堂实践与儿童的语言和学术技能，而亲密的教师与儿童的关系与认知和社会技能，后者的影响最大。一些结果观察到家庭特征的调节影响，表明更强的儿童保育质量的积极影响，从更多的风险背景。这些研究结果有助于进一步的证据，长期影响的儿童保育环境的质量对儿童的认知和社会技能，通过小学几年，是一致的生物生态模型的发展，认为多种环境背景下，儿童的经验。
The cognitive and socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade. Differential effects on children's development were found for two aspects of child-care quality. Observed classroom practices were related to children's language and academic skills, whereas the closeness of the teacher-child relationship was related to both cognitive and social skills, with the strongest effects for the latter. Moderating influences of family characteristics were observed for some outcomes, indicating stronger positive effects of child-care quality for children from more at-risk backgrounds. These findings contribute further evidence of the long-term influences of the quality of child-care environments on children's cognitive and social skills through the elementary school years and are consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences.