Literaturnachweis - Detailanzeige
| Autor/inn/en | Zhang, Jiahui; Xin, Tao |
|---|---|
| Titel | Boosting Early Development: The Mixed Effects of Kindergarten Enrollment Age |
| Quelle | (2012), S.351-364 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1548-6613 |
| Schlagwörter | School Entrance Age; Kindergarten; Young Children; Child Development; Cognitive Ability; Behavior Problems; Family Environment; Educational Policy; Foreign Countries; Academic Achievement; Social Development; Emotional Development; Parent Background; China |
| Abstract | This study aimed to investigate the effects of kindergarten enrollment age on four-year-old Chinese children's early cognition and problem behavior using multilevel models. The sample comprised of 1,391 pre-school children (the mean age is 4.58 years old) from 74 kindergartens in six different provinces. The results demonstrated curvilinear effects of kindergarten enrollment age on children's cognitive and behavioral performances. What parents do also matters: HLE (home learning environment) moderated the effects of enrollment age. For low HLE children, early enrollment resulted in higher cognitive performance but more behavioral problems; for children with higher HLE, moderate enrollment age was the most beneficial. The results were discussed in light of pre-school policy and practice. (Contains 5 tables.) (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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