Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School

Autor/inn/en	Ansari, Arya; Pianta, Robert C.
Titel	Variation in the Long-Term Benefits of Child Care: The Role of Classroom Quality in Elementary School
Quelle	In: Developmental Psychology, 54 (2018) 10, S.1854-1867 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000513
Schlagwörter	Child Care; Young Children; Early Childhood Education; Elementary Education; Program Effectiveness; Elementary School Students; Educational Quality; Mothers; Arkansas (Little Rock); California (Irvine); Massachusetts (Boston); Pennsylvania (Philadelphia); Pennsylvania (Pittsburgh); Virginia; North Carolina; Washington (Seattle); Wisconsin (Madison); Peabody Picture Vocabulary Test; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Quality of education; Bildungsqualität; Mother; Mutter
Abstract	Data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1,307) were used to estimate the additive and multiplicative benefits of high-quality child care between birth to 54 months of age and high-quality elementary school education between first and fifth grade. Results indicated that the math and language and literacy benefits of high-quality child care accrued from the end of preschool through age 15 only when coupled with higher quality classroom environments during the elementary school years. In contrast, the benefits of high-quality child care were no longer present when children later attended lower quality classrooms in elementary school. Taken together, these results point to the importance of continued investments in children's education throughout the first decade of life. [For the corresponding grantee submission, see ED586759.] (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