Pre-School Quality and Educational Outcomes at Age 11: Low Quality Has Little Benefit

Autor/inn/en	Sylva, Kathy; Melhuish, Edward; Sammons, Pam; Siraj-Blatchford, Iram; Taggart, Brenda
Titel	Pre-School Quality and Educational Outcomes at Age 11: Low Quality Has Little Benefit
Quelle	In: Journal of Early Childhood Research, 9 (2011) 2, S.109-124 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X10387900
Schlagwörter	Educational Objectives; Outcomes of Education; Foreign Countries; Preschool Teachers; Educational Experience; Preschool Education; Longitudinal Studies; Child Development; Grade 5; Multitrait Multimethod Techniques; Statistics; Case Studies; Educational Quality; Evaluation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungserfahrung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kindesentwicklung; School year 05; 5. Schuljahr; Schuljahr 05; Statistik; Case study; Fallstudie; Case Study; Quality of education; Bildungsqualität; Evaluierung
Abstract	This article reports the effects of pre-school quality on children's cognitive and behavioural outcomes at age 11 using a large-scale longitudinal study of 3000+ children in England (EPPE/EPPSE). The ECERS-R and a curricular extension to it (ECERS-E) were used to assess the quality of provision in 141 pre-school settings attended by the children. The quality measures were derived from observations throughout the day of interactions and resources related to Literacy, Numeracy and Science learning, as well as observational/interview data related to how each centre catered to diverse needs of children. Multi-level modelling was used to investigate the effects of pre-school quality on children's academic and social-behavioural outcomes at age 11. Pre-school quality significantly predicted most outcomes, after taking account of key child and family factors. More importantly, children who attended low quality pre-schools had cognitive and behavioural scores that were not significantly different from those of children with no pre-school experience. The methods and findings of this large-scale study are considered in terms of the strengths and limitations of "educational effectiveness" designs. It is suggested that mixed methods designs can address many of the limitations. (Contains 9 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10