Classroom Skill Compositions and Preschoolers' Early Academic and Executive Function Outcomes

Autor/inn/en	Yang, Qingqing; Ansari, Arya; Purtell, Kelly M.; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.
Titel	Classroom Skill Compositions and Preschoolers' Early Academic and Executive Function Outcomes
Quelle	64 (2023), S.290-301 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
Schlagwörter	Surveys; Preschool Education; Preschool Children; Child Development; Public Schools; Executive Function; Skill Development; Family Income; Mothers; Educational Attainment; Parent Background; Language Usage; Family Environment; Peer Influence; Mathematics Skills; Language Skills; Virginia; Head Start Family and Child Experiences Survey; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Kindesentwicklung; Public school; Öffentliche Schule; Kompetenzentwicklung; Qualifikationsentwicklung; Familieneinkommen; Mother; Mutter; Bildungsabschluss; Bildungsgut; Elternhaus; Sprachgebrauch; Familienmilieu; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz
Abstract	This study examined the links between classroom skill compositions and preschoolers' early learning and development in the nationally representative Head Start Family and Child Experiences Survey 2014 (FACES, n = 1,711 children/207 classrooms) and public pre-K programs in a county in Virginia (n = 1,467 children/123 classrooms). Results from a series of covariate-adjusted multilevel regression models revealed that there were small within-domain associations between classmates' skill mean and individual children's academic and executive function skill development in FACES, but not in the Virginia data. There were no consistent associations across skill domains nor as a function of classmates skills' heterogeneity. In addition, we found little evidence that these associations between classroom skill compositions and individual children's development varied by children's initial skill levels, family income, maternal education, and home language. When taken together, these findings inform the discourse on peer influences on children's learning in early childhood. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01