Pre-school quality and educational outcomes at age 11: Low quality has little benefit
Pre-school quality and educational outcomes at age 11: Low quality has little benefit
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学前质量和 11 岁时的教育成果：低质量几乎没有什么好处
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
B. Taggart
中科院分区：
文献类型：
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作者：
K. Sylva;E. Melhuish;P. Sammons;I. Siraj‐Blatchford;B. Taggart
本文报道了学前教育质量对儿童11岁时认知和行为结果的影响，采用了一项对英格兰3000多名儿童的大规模纵向研究（EPPE/EPPSE）。ECERS-R和它的课程扩展（ECERS-E）被用来评估提供的质量在141个学前儿童参加的设置。质量措施来自全天的观察，与识字，算术和科学学习有关的互动和资源，以及与每个中心如何满足儿童的不同需求有关的观察/访谈数据。多层次模型被用来研究学前教育质量对儿童11岁时的学业和社会行为结果的影响。在考虑了关键的儿童和家庭因素后，学前教育质量显著预测了大多数结果。更重要的是，谁参加低质量的学前教育的儿童的认知和行为的分数没有显着不同的儿童没有学前经验的方法和这项大规模的研究结果被认为是在优势和局限性的“教育效果”的设计。有人建议，混合方法设计可以解决许多限制。
This article reports the effects of pre-school quality on children’s cognitive and behavioural outcomes at age 11 using a large-scale longitudinal study of 3000+ children in England (EPPE/EPPSE). The ECERS-R and a curricular extension to it (ECERS-E) were used to assess the quality of provision in 141 pre-school settings attended by the children. The quality measures were derived from observations throughout the day of interactions and resources related to Literacy, Numeracy and Science learning, as well as observational/ interview data related to how each centre catered to diverse needs of children. Multi-level modelling was used to investigate the effects of pre-school quality on children’s academic and social-behavioural outcomes at age 11. Pre-school quality significantly predicted most outcomes, after taking account of key child and family factors. More importantly, children who attended low quality pre-schools had cognitive and behavioural scores that were not significantly different from those of children with no pre-school experience.The methods and findings of this large-scale study are considered in terms of the strengths and limitations of ‘educational effectiveness’ designs. It is suggested that mixed methods designs can address many of the limitations.