Preschool Experience in 10 Countries: Cognitive and Language Performance at Age 7

Autor/inn/en	Montie, Jeanne E.; Xiang, Zongping; Schweinhart, Lawrence J.
Titel	Preschool Experience in 10 Countries: Cognitive and Language Performance at Age 7
Quelle	In: Early Childhood Research Quarterly, 21 (2006) 3, S.313-331 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2006.07.007
Schlagwörter	Teacher Characteristics; Preschool Children; Early Childhood Education; Cognitive Development; Longitudinal Studies; Family Characteristics; Child Development; Data Analysis; Language Skills; Educational Environment; Student Experience; Teacher Education; Teaching Methods; Cognitive Ability; Language Acquisition; Comparative Education; Comparative Analysis; Class Organization + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kognitive Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kindesentwicklung; Auswertung; Language skill; Sprachkompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Studienerfahrung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Sprachaneignung; Spracherwerb; Vergleichende Erziehungswissenschaft
Abstract	The IEA Preprimary Project is a longitudinal, cross-national study of preprimary care and education designed to identify how process and structural characteristics of the settings children attended at age 4 are related to their age-7 cognitive and language performance. Investigators collaborated to develop common instruments to measure family background, teachers' characteristics, setting structural characteristics, experiences of children in settings, and children's developmental status. Data from 10 countries are included in the analysis; in most countries, the sample of settings is representative of preprimary settings in that country. For the analysis, a 3-level hierarchical linear model was employed that allowed decomposition of variation of child outcomes into three parts--variation among children within settings, among settings within countries, and among countries. Four findings are consistent across all of the countries included. Age-7 language improves as teachers' number of years of full-time schooling increases and the predominant type of activity teachers propose in settings is free choice rather than personal/social. Age-7 cognitive performance improves as children spend less time in whole group activities and the variety of equipment and materials available increases. There were also a number of findings that varied across countries depending on particular country characteristics. The findings support child-initiated activities and small group activities and are consistent with developmentally appropriate practices promoting active learning. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10