Applying a Cumulative Risk and Protective Framework to Assess Early Learning in Ghana

Autor/inn/en	Ibekwe-Okafor, Nneka; Wolf, Sharon
Titel	Applying a Cumulative Risk and Protective Framework to Assess Early Learning in Ghana
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 1, S.104-122 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ibekwe-Okafor, Nneka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2021.1913101
Schlagwörter	Foreign Countries; At Risk Persons; Resilience (Psychology); Preschool Children; Kindergarten; Literacy; Teacher Student Relationship; Educational Quality; Numeracy; Child Development; Reading Skills; Mathematics Skills; Early Childhood Education; Individual Characteristics; Family Environment; Socioeconomic Status; Parent Background; Educational Attainment; Hunger; Stimulation; Books; Toys; Parent Role; Ghana + Suchen Sie Ihr Suchwort? Ausland; Risikogruppe; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Quality of education; Bildungsqualität; Rechenkompetenz; Kindesentwicklung; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Familienmilieu; Socio-economic status; Sozioökonomischer Status; Elternhaus; Bildungsabschluss; Bildungsgut; Book; Buch; Monographie; Monografie; Toy; Spielzeug; Parental role; Elternrolle
Abstract	Many children in developing countries do not acquire functional literacy skills despite being in school. We apply a cumulative risk (aggregate over a range of risk) and protection framework to assess Ghanaian kindergarteners' early academic skills (N = 1,852, M(age) = 5.3 years; 50.2% female), considering how family-level risk factors and classroom-level protective factors contribute to the development of early academic skills over one school year. Using multi-level regression analyses, we find that cumulative risk negatively predicts children's early literacy and numeracy skills at the start of kindergarten, as well as literacy skills at the end of the school year controlling for autumn scores. Additionally, high quality teacher--child interactions promote learning regardless of cumulative risk. However, further analyses indicate that classroom quality does not moderate the association between cumulative risk and spring outcomes. Implications for policymakers to engage in a two-generation (targeting parent and child) approach to child development in low- and middle-income countries are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01