The Role of Elementary School and Home Quality in Supporting Sustained Effects of Pre-K

Autor/inn/en	Han, Jinjoo; O'Connor, Erin E.; McCormick, Meghan P.
Titel	The Role of Elementary School and Home Quality in Supporting Sustained Effects of Pre-K
Quelle	In: Journal of Educational Psychology, 112 (2020) 5, S.956-972 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000390
Schlagwörter	Elementary Education; Elementary Schools; Educational Quality; Family Life; Educational Environment; Preschool Education; Family Environment; Mathematics Achievement; Reading Achievement; Vocabulary Development; Elementary School Students; Predictor Variables; Sustainability + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Grundschule; Volksschule; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school education; Vorschulerziehung; Familienmilieu; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Wortschatzarbeit; Prädiktor; Nachhaltigkeit
Abstract	Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (NICHD SECCYD), we used 2-level random effects models to examine whether the quality of school and home environments during elementary school moderated associations between pre-K quality and math, reading, and vocabulary achievement from first through fifth grade. Results showed that the quality of the home environment moderated the association between pre-K quality and children's vocabulary achievement. Supportive home environments during elementary school had an additive effect over and above the positive effects of pre-K quality in predicting children's vocabulary achievement. In contrast, when children experienced high levels of pre-K quality and lower quality home learning environments, the positive effects of pre-K were less likely to be sustained. Findings suggest the importance of considering programs and policies to support home-based learning as one potential mechanism to sustain early effects of pre-K. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01