Family socioeconomic status and consistent environmental stimulation in early childhood.
Family socioeconomic status and consistent environmental stimulation in early childhood.
复制标题
DOI：
10.1111/j.1467-8624.2010.01446.x
复制
发表时间：
2010-05
影响因子：
4.6
通讯作者：
NICHD Early Child Care Research Network
中科院分区：
文献类型：
--
作者：
Crosnoe R;Leventhal T;Wirth RJ;Pierce KM;Pianta RC;NICHD Early Child Care Research Network
进入学校的过渡发生在多种环境设置的交叉点上。这项研究对1364名从出生到六岁的美国儿童进行了生长曲线建模，根据他们在家中、学龄前托儿所和一年级教室中接受认知刺激的情况对他们进行了分类。特别令人感兴趣的是，这三种环境对早期学习的独特和综合贡献。将社会经济选择纳入不同的环境中，当儿童在所有三个方面都受到持续刺激时，他们的数学成绩更高，当他们在家中和在托儿所持续受到刺激时，他们的阅读成绩更高。观察到的持续环境刺激的好处往往对低收入儿童更为明显。
The transition into school occurs at the intersection of multiple environmental settings. This study applied growth curve modeling to a sample of 1,364 American children, followed from birth through age six, who had been categorized by their exposure to cognitive stimulation at home and in preschool child care and first grade classrooms. Of special interest was the unique and combined contribution to early learning of these three settings. Net of socioeconomic selection into different settings, children had higher math achievement when they were consistently stimulated in all three, and they had higher reading achievement when consistently stimulated at home and in child care. The observed benefits of consistent environmental stimulation tended to be more pronounced for low-income children.
登录
查看更多内容
影响因子：
16.4
作者：
Ceci, SJ;Papierno, PB
通讯作者：
Papierno, PB
影响因子：
3
作者：
MEREDITH, W;TISAK, J
通讯作者：
TISAK, J
影响因子：
6.4
作者：
Takanishi, Ruby;Bogard, Kimber L.
通讯作者：
Bogard, Kimber L.
影响因子：
4.6
作者：
Raver, C. Cybele;Gershoff, Elizabeth T.;Aber, J. Lawrence
通讯作者：
Aber, J. Lawrence
影响因子：
4.6
作者：
Burchinal, MR;Campbell, FA;Ramey, CT
通讯作者：
Ramey, CT