Does Higher Quality Early Child Care Promote Low-Income Children's Math and Reading Achievement in Middle Childhood?
Does Higher Quality Early Child Care Promote Low-Income Children's Math and Reading Achievement in Middle Childhood?
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DOI：
10.1111/j.1467-8624.2009.01336.x
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发表时间：
2009-09-01
影响因子：
4.6
通讯作者：
Taylor, Beck A.
中科院分区：
文献类型：
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作者：
Dearing, Eric;McCartney, Kathleen;Taylor, Beck A.
婴儿期和幼儿期（6-54个月）的高质量儿童保育被视为家庭经济状况与儿童（N = 1，364）数学和阅读成绩之间关系的调节因素。低收入对接受高质量护理的儿童成绩不佳的预测力低于那些没有接受高质量护理的儿童。与认知优势假设一致，高质量的护理似乎通过早期入学准备技能间接促进成绩。与选择进入儿童保育相关的家庭特征似乎也促进了低收入儿童的成就，但使用协变量和倾向分数控制选择时，高质量护理本身的调节作用仍然很明显。
Higher quality child care during infancy and early childhood (6-54 months of age) was examined as a moderator of associations between family economic status and children's (N = 1,364) math and reading achievement in middle childhood (4.5-11 years of age). Low income was less strongly predictive of underachievement for children who had been in higher quality care than for those who had not. Consistent with a cognitive advantage hypothesis, higher quality care appeared to promote achievement indirectly via early school readiness skills. Family characteristics associated with selection into child care also appeared to promote the achievement of low-income children, but the moderating effect of higher quality care per se remained evident when controlling for selection using covariates and propensity scores.