Center-Based Early Care and Education and Children's School Readiness: Do Impacts Vary by Neighborhood Poverty?

Autor/inn/en	Morrissey, Taryn W.; Vinopal, Katie
Titel	Center-Based Early Care and Education and Children's School Readiness: Do Impacts Vary by Neighborhood Poverty?
Quelle	In: Developmental Psychology, 54 (2018) 4, S.757-771 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000470
Schlagwörter	Longitudinal Studies; Surveys; Early Childhood Education; Kindergarten; Preschool Children; School Readiness; Poverty; Neighborhoods; Academic Achievement; Academic Ability; Mathematics Achievement; Reading Achievement; Scores; Outcomes of Education; Disadvantaged Youth; Low Income Students; Child Development; Regression (Statistics); Statistical Analysis; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Armut; Neighbourhoods; Nachbarschaft; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Lernleistung; Schulerfolg; Benachteiligter Jugendlicher; Kindesentwicklung; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Neighborhoods provide resources that may affect children's achievement or moderate the influences of other developmental contexts, such as early care and education (ECE). Using a sample (N ˜ 12,430) from the 2010-2011 Early Childhood Longitudinal Study-Kindergarten Cohort, merged with census tract-level poverty data from the 2008-2012 American Community Survey, this article examines associations between center-based ECE participation, neighborhood poverty, and children's academic skills and behavior at kindergarten entry. Findings suggest that children who attend center-based care in the year prior to kindergarten show higher math and reading scores across neighborhood contexts. Results provide limited evidence that neighborhood poverty moderates the associations between either Head Start or other types of center-based ECE participation and children's outcomes at kindergarten, with children in moderate-high poverty neighborhoods showing stronger positive associations between who participated in Head Start or center care participation and math and reading scores, respectively, compared to those participating in low-poverty neighborhoods. Research and policy implications are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01