Multi-Grade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socio-Emotional Development

Autor/in	Ansari, Arya
Titel	Multi-Grade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socio-Emotional Development
Quelle	(2017), (35 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
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 + 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 (ECLS-K: 2011; n = 11,000), this study examined the developmental outcomes of 5-year-old children in multi-grade classrooms (combined pre-kindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with 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 multi-grade classrooms with pre-kindergarteners made smaller gains in math and literacy skills and demonstrated less optimal executive function at the end of the school year as compared with 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. [This paper was published in "Infant and Child Development" (EJ1162658).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01