Preschool Self-Regulation and Preacademic Skills as Mediators of the Long-Term Impacts of an Early Intervention

Autor/inn/en	McCoy, Dana C.; Gonzalez, Kathryn; Jones, Stephanie
Titel	Preschool Self-Regulation and Preacademic Skills as Mediators of the Long-Term Impacts of an Early Intervention
Quelle	In: Child Development, 90 (2019) 5, S.1544-1558 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McCoy, Dana C.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13289
Schlagwörter	School Readiness; Preschool Children; Early Intervention; Self Management; Program Effectiveness; Enrichment Activities; Low Income Groups; Executive Function; High School Students; Outcomes of Education; Grades (Scholastic); Illinois (Chicago) + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstmanagement; Bereicherungsprogramm; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Notenspiegel
Abstract	This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program--the Chicago School Readiness Project (CSRP)--may contribute to low-income children's long-term outcomes (N = 466; M[subscript age] at baseline = 4.10 years). We find that CSRP's impact on high school grades may be partially explained by early gains in vocabulary and math skills. Although impacts on high school executive function (EF) were more equivocal, our results suggest that early improvements in math skills attributable to the intervention may, in turn, predict long-term gains in EF skills. These results complement the existing literature on preschool fade out, while also shedding light on the cross-domain relations between academic and self-regulatory skills. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01