Preschool Center Quality and Socioemotional Readiness for School: Variation by Demographic and Child Characteristics

Autor/inn/en	Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Preschool Center Quality and Socioemotional Readiness for School: Variation by Demographic and Child Characteristics
Quelle	(2012), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Preschool Children; Preschool Education; Educational Quality; Educational Environment; Individual Characteristics; Interpersonal Competence; School Readiness; Child Behavior; Behavior Problems; Parent Background; Educational Attainment; Mothers; Race; Ethnicity; Sex; Attention; Thinking Skills; Meta Analysis; Longitudinal Studies; Early Childhood Longitudinal Survey; Child Behavior Checklist; Social Skills Rating System + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interpersonale Kompetenz; Readiness for school; School ability; Schulreife; Elternhaus; Bildungsabschluss; Bildungsgut; Mother; Mutter; Rasse; Abstammung; Ethnizität; Geschlecht; Geschlechtsverkehr; Aufmerksamkeit; Denkfähigkeit; Meta-analysis; Metaanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The aim of this paper is to address two research questions related to the policy goal of having all children ready to learn at kindergarten entry. First, to what extent are children's socioemotional skills and behavior higher when they experience higher quality preschools? Second, are the effects of preschool center quality on these school readiness skills different by demographic (i.e. race/ethnicity, gender, maternal education) or child characteristics (i.e. child's initial cognitive/achievement skills, attention, problem behaviors)? All data included in these secondary data analyses were collected in preschool center-based care. While policymakers justifiably attach considerable weight to experimental evaluations of child care programs, there is much to be learned from rigorous analyses of longitudinal data that are more representative of the population. This paper applies meta-analytic techniques to summarize results from original analyses of four longitudinal data sets to estimate variation in preschool. In summary, the consistency of these generally null results and the precision with which they are estimated across the different databases, multiple outcomes, and multiple child care quality measures suggests the following: (1) there are no significant preschool center quality main effects on socioemotional child outcomes, (2) there is generally an absence of "differential" preschool center quality effects on these socioemotional school readiness outcomes for subgroups of children defined by demographic or child characteristics, and (3) preschool center quality may not be adequately measured in currently available databases. (Contains 14 tables.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10