Author: Schmerse, Daniel
Description: This study investigates whether children’s preschool experiences are associated with later achievement via enhanced learning behaviors using data from a German longitudinal study following children (N=554) from age 3 in preschool to age 8 in second grade. There were two main findings. First, results suggest that more positive learning behaviors at school entry mediate effects of teacher-child interactions in preschool on second-grade achievement. Second, these effects varied by parental socioeconomic status (SES) indicating that low-SES children benefited the most. The findings highlight the role of preschool classroom environments in shaping the school readiness of children with socioeconomic risk factors.
Subject headings: Achievement, Child; Child Behavior; Child Care; Child Day Care Centers; Child, Preschool; Educational Status; Effect Modifier, Epidemiologic; Female; Germany; Humans; Learning; Longitudinal Studies; Male; Parents; Schools; Social Class; Socioeconomic Factors
Publication year: 2020
Journal or book title: Child Development
Volume: 91
Issue: 6
Pages: 2237-2254
Find the full text: https://www.strategian.com/fulltext/Schmerse2020.pdf
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Serial number: 3527