Literaturnachweis - Detailanzeige
| Autor/inn/en | Peisner-Feinberg, Ellen S.; Burchinal, Margaret R.; Clifford, Richard M.; Culkin, Mary L.; Howes, Carollee; Kagan, Sharon Lynn; Yazejian, Noreen |
|---|---|
| Titel | The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade. |
| Quelle | In: Child Development, 72 (2001) 5, S.1534-53Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-3920 |
| Schlagwörter | Caregiver Child Relationship; Classroom Environment; Cognitive Development; Day Care; Day Care Effects; Longitudinal Studies; Preschool Children; Social Development Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Tagespflege; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung |
| Abstract | Examined cognitive and socioemotional development of 733 children from age 4 until age 8 as a function of quality of their preschool experiences. Found evidence that care quality has a modest long-term effect on cognitive and socioemotional development at least through kindergarten. Classroom practices related to language and academic skills. The teacher-child relationship related to cognitive and social skills. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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