Marilia Mariano, Erika Felix, Marcos V V Ribeiro, Jacy Perissinoto, Clara Brandão de Ávila, Maria Conceição do Rosário, Thiago M Fidalgo, Rosa Resegue, Zila M Sanchez, Pamela J Surkan, Silvia S Martins, Sheila C Caetano
{"title":"School readiness profiles: Does the quality of preschool education matter?","authors":"Marilia Mariano, Erika Felix, Marcos V V Ribeiro, Jacy Perissinoto, Clara Brandão de Ávila, Maria Conceição do Rosário, Thiago M Fidalgo, Rosa Resegue, Zila M Sanchez, Pamela J Surkan, Silvia S Martins, Sheila C Caetano","doi":"10.1037/spq0000652","DOIUrl":null,"url":null,"abstract":"<p><p>Studies evaluating school readiness profiles and quality of early education are scarce and have produced inconsistent results. This study aimed to identify school readiness profiles, correlating them with the quality of education, in an epidemiological sample of 722 children (4 and 5 years old; 48.9% female). A four-class latent class analysis model best describes school readiness profiles. Fifty-eight percent of children were considered ready for school. The remaining children presented isolated or combined risks for academic underachievement and social maladjustment. High-quality preschools seem to be a protective factor only for at risk for poor academic achievement (<i>OR</i> = 1.22). The prioritization of high-quality preschools could mitigate risk factors at the family and socioeconomic levels, increasing the chances for academic success. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":74763,"journal":{"name":"School psychology (Washington, D.C.)","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School psychology (Washington, D.C.)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1037/spq0000652","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
Studies evaluating school readiness profiles and quality of early education are scarce and have produced inconsistent results. This study aimed to identify school readiness profiles, correlating them with the quality of education, in an epidemiological sample of 722 children (4 and 5 years old; 48.9% female). A four-class latent class analysis model best describes school readiness profiles. Fifty-eight percent of children were considered ready for school. The remaining children presented isolated or combined risks for academic underachievement and social maladjustment. High-quality preschools seem to be a protective factor only for at risk for poor academic achievement (OR = 1.22). The prioritization of high-quality preschools could mitigate risk factors at the family and socioeconomic levels, increasing the chances for academic success. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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