Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics

Autor/inn/en	Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee
Titel	Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics
Quelle	In: Child Development, 84 (2013) 4, S.1171-1190 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12048
Schlagwörter	School Readiness; Preschool Education; Social Development; Emotional Development; Educational Quality; Kindergarten; Effect Size; Child Behavior; Meta Analysis; Correlation; Mathematics Skills; Language Skills; Child Development; Qualitative Research; Longitudinal Studies; Bayley Scales of Infant Development; Child Behavior Checklist; Early Childhood Environment Rating Scale; Early Childhood Longitudinal Survey; Peabody Picture Vocabulary Test; Preschool Language Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school education; Vorschulerziehung; Soziale Entwicklung; Gefühlsbildung; Quality of education; Bildungsqualität; Meta-analysis; Metaanalyse; Korrelation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Kindesentwicklung; Qualitative Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta-analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10