Multigrade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socioemotional Development

Autor/in	Ansari, Arya
Titel	Multigrade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socioemotional Development
Quelle	In: Infant and Child Development, 26 (2017) 6, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ansari, Arya) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2036
Schlagwörter	Social Development; Emotional Development; Multigraded Classes; Executive Function; Children; Longitudinal Studies; Surveys; Child Development; Regression (Statistics); Kindergarten; Preschool Children; Academic Achievement; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Mehrstufenklasse; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Kindesentwicklung; Regression; Regressionsanalyse; Pre-school age; Preschool age; Children; Pre-school education; Preschool education; Vorschulalter; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Schulleistung
Abstract	Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only classrooms serving primarily 5-year-olds. Results from regression and propensity score analyses revealed that 5-year-old children who attended multigrade classrooms with prekindergarteners made smaller gains in math and literacy skills and demonstrated less optimal executive function at the end of the school year than children who attended kindergarten-only classrooms. Classroom-level factors largely explained the differences in children's academic achievement but did not consistently explain differences in their executive functioning. No consistent differences emerged for children's social-behavioral development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01