Literaturnachweis - Detailanzeige
Autor/inn/en | Ibekwe-Okafor, Nneka; Wolf, Sharon |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |