Literaturnachweis - Detailanzeige
Autor/in | Schmerse, Daniel |
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Titel | Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status |
Quelle | In: Child Development, 91 (2020) 6, S.2237-2254 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Schmerse, Daniel) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/cdev.13357 |
Schlagwörter | Foreign Countries; Preschool Education; Elementary School Students; Preschool Children; Teacher Student Relationship; Interaction; Academic Achievement; Family Income; Socioeconomic Status; Low Income Students; School Readiness; At Risk Students; Program Effectiveness; Grade 2; Learning; Germany Ausland; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Schulleistung; Familieneinkommen; Socio-economic status; Sozioökonomischer Status; Readiness for school; School ability; Schulreife; School year 02; 2. Schuljahr; Schuljahr 02; Lernen; Deutschland |
Abstract | 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. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |