Long-Term Implications of Early Education and Care Programs for Australian Children

Autor/inn/en	Coley, Rebekah Levine; Lombardi, Caitlin McPherran; Sims, Jacqueline
Titel	Long-Term Implications of Early Education and Care Programs for Australian Children
Quelle	In: Journal of Educational Psychology, 107 (2015) 1, S.284-299 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037456
Schlagwörter	Early Childhood Education; Child Care; Child Behavior; Grade 1; Prediction; Intelligence; Infants; Toddlers; Child Care Centers; Preschool Education; Educational Quality; Child Development; School Readiness; Foreign Countries; Longitudinal Studies; Cognitive Development; Correlation; Personality Traits; Socioeconomic Influences; Cross Cultural Studies; Educational Policy; Item Response Theory; Measures (Individuals); Factor Analysis; Regression (Statistics); Australia; Communication and Symbolic Behavior Scales; Peabody Picture Vocabulary Test; Strengths and Difficulties Questionnaire; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; School year 01; 1. Schuljahr; Schuljahr 01; Vorhersage; Intelligenz; Klugheit; Infant; Toddler; Toddlers; Kleinkind; Infants; Child care facilities; Child care services; Kinderzentrum; Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Kindesentwicklung; Readiness for school; School ability; Schulreife; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kognitive Entwicklung; Korrelation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Sozioökonomischer Faktor; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Item-Response-Theorie; Messdaten; Faktorenanalyse; Regression; Regressionsanalyse; Australien
Abstract	Using nationally representative data from the Longitudinal Study of Australian Children (LSAC; N = 5,107), this study assessed prospective connections between children's early education and care (EEC) experiences from infancy through preschool and their cognitive and behavioral functioning in 1st grade. Incorporating 6 waves of data, analyses found that greater duration and intensity of exposure to center EEC settings predicted heightened fluid intelligence but also decreased behavioral functioning across multiple realms and reporters. Assessment of the timing of exposure found that the combination of infant/toddler and preschool center EEC, rather than only preschool EEC, drove these patterns. Results largely replicate patterns from U.S. studies, suggesting the importance of identifying EEC programs and models that can support children's behavioral as well as cognitive skills. In contrast to U.S. results, associations between center EEC and children's later functioning did not extend to basic academic skills and were not moderated by family socioeconomic resources or child temperament. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01