Emotional Quality of Early Education Programs Improves Language Learning: A Within-Child across Context Design

Autor/inn/en	Rankin, Peter Sheldon; Staton, Sally; Potia, Azhar Hussain; Houen, Sandy; Thorpe, Karen
Titel	Emotional Quality of Early Education Programs Improves Language Learning: A Within-Child across Context Design
Quelle	In: Child Development, 93 (2022) 6, S.1680-1697 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rankin, Peter Sheldon) ORCID (Staton, Sally) ORCID (Potia, Azhar Hussain) ORCID (Houen, Sandy) ORCID (Thorpe, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13811
Schlagwörter	Educational Quality; Early Childhood Education; Language Acquisition; Foreign Countries; Preschool Children; Grade 1; Cognitive Development; Cognitive Ability; Cognitive Tests; Classroom Environment; Teacher Student Relationship; Emotional Response; Australia; Woodcock Johnson Tests of Cognitive Ability; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sprachaneignung; Spracherwerb; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Kognitive Entwicklung; Denkfähigkeit; Kognitiver Fähigkeitstest; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Emotionales Verhalten; Australien
Abstract	Observational studies comparing child outcomes in early care and education classrooms of differing quality are often confounded by between-child differences. A within-child design, tracking children across contexts, can identify the effects of quality with less confounding. An analysis of Australian children (N = 1128, mean age 5 years, 48% female, 2.9% Indigenous, ethnicity data unavailable) tracked across pre-K, K, and year 1 (2010-2012) was conducted to assess how changes in observed quality (Classroom Assessment Scoring System) were associated with changes in cognitive development (Woodcock-Johnson III). Thresholds of quality were also investigated. Increases in Emotional Support were associated with improved language development ([beta] = 0.54, 95% CI [0.1-0.99], approximating 2.6 weeks development). Results highlight that emotional quality is an integral and potent component of early learning. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01