Early Childhood Research Quarterly最新文献_第5页

Influences of reading skills in mathematics achievement: A moderated mediation model 阅读技能对数学成绩的影响：一个有调节的中介模型

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-01 Epub Date: 2025-10-09 DOI: 10.1016/j.ecresq.2025.10.001

Isabelle Chang

This study examined the conditional direct and indirect effects of kindergarten math skills on fifth-grade math achievement varying at levels of kindergarten reading proficiency. Participants were 18,174 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. Results show that kindergarten math skills had stronger direct effects on fifth-grade math achievement than kindergarten reading skills. There were unequal effects of kindergarten math skills on fifth-grade math achievement depending on the levels of kindergarten reading skills in that the effects were more pronounced for those with weaker kindergarten reading proficiency and diminished as reading skills advanced. The effects of kindergarten math skills on fifth-grade math achievement were through working memory, and the mediating effects were uneven across different kindergarten reading skills but stronger for children with weaker kindergarten reading skills. Therefore, less proficient readers in fall kindergarten exerted more from spring kindergarten math and working memory when addressing fifth-grade math problems. Findings suggest that the effects of kindergarten math skills on fifth-grade math success were not uniform across different levels of kindergarten reading skills and reading held a critical role in math success. Future studies should explore whether there are disproportionate effects of initial math skills on later math achievement varying by racial and socioeconomic backgrounds resulting in math disparities. Intervention programs intended to improve math performance to narrow the racial and socioeconomic disparities should include reading comprehension and reasoning.

本研究考察了幼儿园数学技能对五年级数学成绩的条件直接和间接影响。研究对象为2010-2011年幼儿园班的18174名幼儿。结果表明，幼儿园数学技能对五年级学生数学成绩的直接影响强于幼儿园阅读技能。幼儿园数学技能对五年级数学成绩的影响不平等，取决于幼儿园阅读技能水平，对幼儿园阅读能力较弱的儿童的影响更为明显，随着阅读技能的提高而减弱。幼儿园数学技能对五年级数学成绩的影响是通过工作记忆实现的，不同幼儿园阅读技能对五年级数学成绩的中介作用不均衡，对阅读技能较弱的幼儿的中介作用较强。因此，秋季幼儿园的低熟练读者在解决五年级数学问题时更多地使用春季幼儿园的数学和工作记忆。研究结果表明，幼儿园数学技能对五年级数学成功的影响在不同水平的幼儿园阅读技能之间并不均匀，阅读在数学成功中起着关键作用。未来的研究应探讨是否有不成比例的影响，最初的数学技能对后来的数学成绩因种族和社会经济背景的不同而不同，导致数学差异。旨在提高数学成绩以缩小种族和社会经济差异的干预计划应该包括阅读理解和推理。

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引用次数: 0

Understanding the barriers and enablers of babywearing using the COM-B model and the theoretical domains framework 使用COM-B模型和理论领域框架理解婴儿穿戴的障碍和推动因素

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-01 Epub Date: 2025-11-04 DOI: 10.1016/j.ecresq.2025.10.008

Diarmuid Verrier , Christopher J. Brown

Research suggests that ‘babywearing’ (the use of slings, wraps, and carriers) can have beneficial effects on the quality of parent-child attachment, maternal well-being, paternal responsiveness, breastfeeding behaviour, child mood, and child sleeping patterns. Recently, there has been a growth in the popularity of babywearing, but reports suggest there are significant challenges in engaging and maintaining the practice. This research used qualitative methods and concepts from behavioural science (the Theoretical Domains Framework and the COM-B model) to investigate the psychological, social, cultural, economic, and logistic factors that mothers perceive as barriers and enablers in relation to babywearing. Seventeen mothers with experience of babywearing were interviewed. They reported both positive and negative aspects of babywearing, and many factors that made babywearing easier or more difficult. Notable issues including access to babywearing equipment, access to training and support, difficulty/ease of use, convenience/empowerment relative to other baby transport solutions, physical capacity, and social pressure/support. The findings provide a rich social, motivational, and behavioural description of the factors that influence people’s decision to babywear and suggest several approaches that baby-wearing advocates could use to support their work.

研究表明，“婴儿装”（使用吊带、包裹和背带）对亲子依恋的质量、母亲的幸福感、父亲的反应、母乳喂养行为、儿童情绪和儿童睡眠模式都有有益的影响。最近，婴儿服装越来越受欢迎，但报告显示，参与和维持这种做法存在重大挑战。本研究使用行为科学的定性方法和概念（理论领域框架和COM-B模型）来调查心理、社会、文化、经济和后勤因素，这些因素被母亲视为与婴儿穿戴有关的障碍和促进因素。采访了17位有过带娃经历的母亲。他们报告了穿婴儿服的积极和消极方面，以及许多使穿婴儿服更容易或更困难的因素。值得注意的问题包括获得婴儿穿戴设备、获得培训和支持、使用难度/易用性、相对于其他婴儿运输解决方案的便利性/赋权、身体能力和社会压力/支持。研究结果提供了丰富的社会、动机和行为方面的描述，描述了影响人们决定穿婴儿服装的因素，并提出了一些方法，婴儿服装倡导者可以使用这些方法来支持他们的工作。

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引用次数: 0

Development of teacher-child conversations during three years of teacher coaching in dialogic approach to reading 三年来对话式阅读教学中师生对话的发展

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-01 Epub Date: 2025-11-03 DOI: 10.1016/j.ecresq.2025.10.007

Janne Lepola, Anu Kajamies, Mikko Tiilikainen, Tiia Lindfors

This study examined the development of teacher–child conversations in the context of a three-year-long professional development on dialogic reading. Five early education teachers and their story groups, comprising three to six five-year-old Finnish-speaking children from three different cohorts, participated in the study. Thirty reading aloud sessions, 10 from each cohort, were video-recorded in the fall and spring semesters. The dynamics of teacher–child conversations were analyzed using the initiation–response–follow-up framework. We explored the development of teachers’ initiations and follow-ups, and the within-cohort changes in children’s responses. Sequential relationships between teachers’ initiations and follow-ups and the different types of children’s responses, as well as conversational lengths, were examined. The results showed an upward trend in the number of teachers’ initiations and follow-ups during each cohort period. Children’s literal responses were the most prevalent. Positive within-cohort improvement was found in children’s inferential responses, along with a small but meaningful dose of creative type of talk. Sequential analysis showed that teachers’ closed questions strongly determined children’s literal responses, and the probability of children’s inferential responses to teachers’ open-ended questions increased. Lengthier conversations were linked to teachers’ open-ended questions and the use of explorative questions. We discuss the theoretical and practical underpinnings of teacher change in relation to dialogic reading practices.

本研究在为期三年的对话阅读专业发展的背景下，考察了师生对话的发展。五名早期教育教师和他们的故事小组，包括三到六名来自三个不同年龄组的说芬兰语的五岁儿童，参加了这项研究。在秋季和春季学期录制了30次大声朗读，每组10次。采用发起-回应-跟进框架分析师生对话的动态。我们探讨了教师发起和跟踪的发展，以及儿童反应的队列内变化。教师的启动和后续行动与不同类型的儿童的反应之间的顺序关系，以及对话的长度，进行了检查。结果显示，在每个队列期间，教师入会和随访的数量呈上升趋势。孩子们的字面反应最为普遍。在儿童的推理反应以及少量但有意义的创造性谈话方面，发现了群体内的积极改善。序贯分析表明，教师的封闭式问题强烈地决定了儿童的文字反应，儿童对教师的开放式问题做出推理反应的概率增加。较长的对话与教师的开放式问题和探索性问题的使用有关。我们讨论了对话阅读实践中教师变革的理论和实践基础。

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引用次数: 0

Links among early childhood leadership, teacher-child interaction quality, and teacher retention 幼儿领导、师生互动质量与教师留任的关系

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-01 Epub Date: 2025-09-25 DOI: 10.1016/j.ecresq.2025.09.006

Anna J. Markowitz , Justin B. Doromal , Tammy Y. Yabiku

Stable high quality early learning opportunities provide essential benefits for both young children and their caregivers, who rely on care for work. Central to this function is the skill and stability of the early educator in the room, who’s daily interactions and consistent present both support development and provide adults with assured daily caregiving support. Unfortunately, working conditions in U.S. early learning sites often result in low levels of classroom quality and high teacher turnover. This study explores the potential role of early childhood leadership in bolstering both quality and retention in early learning sites. Using a large sample of publicly-funded early learning sites in Louisiana we estimate the relationship between teachers’ perceptions of their leaders and an observational measure of teacher-child interactions, teachers’ intentions to stay in the field, and observed teacher retention one year later. We also explore variability by leadership domain. We find evidence that teachers’ ratings of leaders do shape all outcomes, with variable domain-level relationships for each outcome. Policy implications are discussed.

稳定的高质量早期学习机会为幼儿及其照料者提供了至关重要的好处，他们依靠照料工作。这一功能的核心是早期教育工作者的技能和稳定性，他们的日常互动和持续存在既支持发展，又为成年人提供有保证的日常照顾支持。不幸的是，美国早期教育场所的工作条件往往导致课堂质量低，教师流动率高。本研究探讨了早期儿童领导在提高早期学习场所的质量和保留方面的潜在作用。利用路易斯安那州公共资助的早期学习场所的大量样本，我们估计了教师对其领导者的看法与教师与儿童互动、教师留在实地的意图以及一年后观察到的教师保留率的观察措施之间的关系。我们还探讨了领导领域的可变性。我们发现有证据表明，教师对领导者的评价确实影响了所有结果，每个结果都具有可变的领域水平关系。讨论了政策影响。

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引用次数: 0

Utilizing state workforce registries and targeted surveys to investigate workforce wellbeing 利用国家劳动力登记和有针对性的调查来调查劳动力福利

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-01 Epub Date: 2025-09-11 DOI: 10.1016/j.ecresq.2025.09.001

Alexandra M. Daro , Greg W. Welch , Kimberlee Belcher-Badal , Wayne Mayfield

The twofold aim of the presented work was to detail a partnership with the first and third authors, the National Workforce Registry Alliance (NWRA), and two state ECE professional registries and to demonstrate the viability of state workforce registry data and the utility of combining survey data and registry data to investigate predictors of professional and personal workforce wellbeing. Administrative data from state workforce registries was linked to survey data collected by the NWRA (n = 902 respondents). Respondents represented different settings (center-based and family child care home) and roles (teachers and administrators). The Early Childhood Professional Wellbeing Framework (Gallagher & Roberts, 2022) was used to develop a path analysis to demonstrate the effectiveness of the partnership and test the relationships between individual and contextual elements of the framework and latent variables representing professional and personal wellbeing. No individual and contextual elements significantly predicted personal wellbeing, however being part of a historically marginalized population, working in family child care homes, and having more years of experience all significantly predicted professional wellbeing. Professional wellbeing also significantly, positively predicted personal wellbeing (β = 0.95, p < 0.001). The full set of individual and contextual elements and professional wellbeing accounted for 88% of the variance in personal wellbeing (R² = 0.88, p < 0.001). The utility of workforce registry data, aspects of the partnership, and the benefits and challenges of the process are discussed.

所提出的工作的双重目标是详细介绍与第一和第三作者，国家劳动力登记联盟（NWRA）和两个国家欧洲经委会专业登记处的合作关系，并展示国家劳动力登记数据的可行性以及将调查数据和登记数据相结合的效用，以调查专业和个人劳动力福利的预测因素。来自州劳动力登记处的行政数据与NWRA收集的调查数据相关联（n = 902名受访者）。受访者代表了不同的环境（中心和家庭托儿所）和角色（教师和管理人员）。儿童早期职业幸福框架（Gallagher & Roberts, 2022）被用于开发路径分析，以证明伙伴关系的有效性，并测试框架的个人和上下文元素与代表专业和个人幸福的潜在变量之间的关系。没有个人和环境因素能显著预测个人幸福感，然而，作为历史上边缘化人群的一部分，在家庭托儿所工作，以及拥有更多年的经验，都能显著预测职业幸福感。职业幸福感也显著正向预测个人幸福感（β = 0.95, p < 0.001）。完整的个人和环境因素以及职业幸福感占个人幸福感方差的88% （R2 = 0.88, p < 0.001）。讨论了劳动力注册中心数据的效用、伙伴关系的各个方面以及流程的好处和挑战。

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引用次数: 0

Is participation in the target poverty alleviation program associated with early childhood development? Evidence from Southwest China 参与目标扶贫项目是否与儿童早期发展有关？来自中国西南的证据

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-01 Epub Date: 2025-09-08 DOI: 10.1016/j.ecresq.2025.08.007

Li Huang , Jin Sun , Ling Li , Li Cao

Significant efforts have been made globally to alleviate poverty and achieve sustainable development. While the economic benefits and improved living standards from such programs are well-documented, their impact on early childhood development (ECD) remains less understood. This study investigated whether participation in China’s Targeted Poverty Alleviation (TPA) program, which was designed as a sustainable livelihood initiative, was associated with ECD in different domains, beyond its primary goal of poverty alleviation. Additionally, it explored the potential mediating roles of parental investment and parental care. The sample included 1,415 families with children aged 18–42 months (632 girls) from 33 remote and mountainous towns in southwestern China, of which 432 families had participated in the TPA program. All families had been lifted out of absolute poverty during the data collection period. Children’s development was assessed using the Chinese version of the Bayley Scales of Infant and Toddler Development, Third Edition. Hierarchical linear modeling revealed a positive association between TPA participation and children’s socio-emotional development, with the presence of parental care identified as a significant mediator. These findings suggest that TPA participation, by facilitating parental care, supports children’s socio-emotional development. This study highlights the importance of integrating parenting-friendly strategies into poverty alleviation programs to enhance both household economic security and ECD outcomes in low-income families.

全球为减轻贫困和实现可持续发展作出了重大努力。虽然这些项目带来的经济效益和生活水平的提高有据可查，但它们对儿童早期发展（ECD）的影响仍鲜为人知。本研究调查了中国定向扶贫（TPA）计划的参与是否与不同领域的幼儿发展有关，超出了其扶贫的主要目标。该计划被设计为一项可持续生计倡议。此外，本研究还探讨了亲代投入和亲代关爱的潜在中介作用。样本包括来自中国西南33个偏远山区城镇的1415个有18-42个月儿童的家庭（632名女孩），其中432个家庭参加了TPA项目。在数据收集期间，所有家庭都摆脱了绝对贫困。采用中国版贝利婴幼儿发展量表（第三版）对儿童的发展进行评估。层次线性模型揭示了TPA参与与儿童社会情感发展之间的正相关关系，父母照顾的存在被确定为显著的中介。这些发现表明，TPA的参与，通过促进父母的照顾，支持儿童的社会情感发展。本研究强调了将亲父母战略纳入扶贫计划的重要性，以提高低收入家庭的家庭经济安全和幼儿发展成果。

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引用次数: 0

Beyond repeating and growing patterns: Validating an instrument of rotating pattern understanding in preschool children 超越重复和成长模式：验证学龄前儿童旋转模式理解的工具

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-01 Epub Date: 2025-09-04 DOI: 10.1016/j.ecresq.2025.08.008

Xueliang Chen , Jian Xiang , Xiao Zhang

Research on patterning skills in preschool children has mostly focused on repeating and growing patterns. This study introduced rotating patterns as an additional pattern type and validated a self-designed instrument to assess 138 Cantonese-speaking preschool children’s (age in years: M = 4.98, SD = .33) understanding of rotating patterns based on three-wave longitudinal data. Rasch modeling was employed to evaluate the psychometric properties of the instrument. The results suggested that our instrument assessed a unidimensional construct, with items exhibiting local independence and covering a broad spectrum of easy, medium, and high difficulty levels. The instrument also possessed adequate reliability and was associated with measures of arithmetic competence and Chinese word reading, providing evidence of convergent and discriminant validity. While most items were found to be longitudinally invariant, some displayed differential functioning over time, suggesting changes in item difficulty over the assessment period. Overall, the validated instrument appears suitable for evaluating the rotating patterning skill of children aged 5 to 6 years. This study makes an important contribution by expanding the conceptualization of preschoolers’ patterning abilities to include rotating patterns, a previously underexplored domain. The psychometrically robust instrument presented in this research can also be readily utilized by scholars to further investigate the development and educational implications of children’s patterning skills.

对学龄前儿童模式技能的研究主要集中在重复和增长模式上。本研究引入旋转模式作为一种额外的模式类型，并验证了自行设计的基于三波纵向数据评估138名粤语学龄前儿童（年龄：M = 4.98, SD = 0.33）对旋转模式理解的工具。采用Rasch模型对仪器的心理测量特性进行评价。结果表明，我们的工具评估了一个单维结构，项目表现出局部独立性，涵盖了简单，中等和高难度水平的广泛范围。该工具还具有足够的信度，并与算术能力和中文单词阅读的测量相关联，提供了收敛效度和判别效度的证据。虽然大多数项目被发现是纵向不变的，但有些项目随着时间的推移显示出不同的功能，这表明项目难度在评估期间发生了变化。总的来说，经过验证的仪器似乎适合于评估5至6岁儿童的旋转图案技能。本研究将幼儿模式能力的概念化扩展到旋转模式，这是一个以前未被充分探索的领域。本研究中提出的心理测量稳健的工具也可以很容易地被学者们用来进一步研究儿童模式技能的发展和教育意义。

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引用次数: 0

A novel ecological model of holistic early childhood workforce well-being: The utilization of an ai-assisted systematic review 一个全新的整体幼儿劳动力福利生态模型：利用人工智能辅助系统评价

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-01 Epub Date: 2025-10-10 DOI: 10.1016/j.ecresq.2025.09.007

Lieny Jeon , Kyong-Ah Kwon , Sooyeon Byun , Dominique Charlot-Swilley , Celene E. Domitrovich , Charlotte V. Farewell , Timothy G. Ford , Holly Hatton , Yoonkyung Oh , Jini E. Puma , Early Head Start/Head Start Workforce Well-Being Consortium

A critical factor in promoting quality practices in early care and education (ECE) settings is educator well-being, a multi-dimensional construct influenced by a variety of contextual factors. There has yet to be consensus on conceptualizing early childhood workforce well-being in a way that encompasses multiple factors and complex dynamics among them. Designed by an interdisciplinary group of scholars, this study aimed to develop a novel conceptual model, the Ecological Model of Holistic ECE Workforce Well-Being, that captures multiple layers of well-being. In addition, this new model was validated using an AI-assisted systematic review that identified 345 studies published between 1990 and 2023 for inclusion. We examined four core domains of ECE workforce well-being (i.e., physical, psychological, and professional well-being and health behaviors) and how these have been studied in the literature with regards to relational well-being and contextual factors. While our systematic review covers literature published between 1990 and 2023, it is noteworthy that there has been growing attention to ECE workforce well-being since 2019. However, most studies focused on one or two indicators of well-being using descriptive or correlational methods. This study provides future directions for ECE workforce well-being research and practice by identifying gaps in the literature that could support efforts to professionalize the ECE workforce and, ultimately, enhance the quality of care and learning for young children.

促进早期护理和教育（ECE）环境中高质量实践的一个关键因素是教育者的福祉，这是一个受各种环境因素影响的多维结构。对幼儿劳动力福利概念化的方式尚未达成共识，其中包括多种因素和复杂的动态。本研究由一个跨学科的学者小组设计，旨在开发一个新的概念模型，即整体欧洲经委会劳动力福祉的生态模型，该模型涵盖了多层次的福祉。此外，使用人工智能辅助的系统评价对该新模型进行了验证，该评价确定了1990年至2023年间发表的345项研究。我们研究了欧洲经委会劳动力福祉的四个核心领域（即身体、心理和专业福祉和健康行为），以及这些领域如何在文献中与相关福祉和背景因素进行研究。虽然我们的系统综述涵盖了1990年至2023年之间发表的文献，但值得注意的是，自2019年以来，人们越来越关注欧洲经委会劳动力的福祉。然而，大多数研究都集中在使用描述性或相关性方法的一两个幸福指标上。本研究通过确定文献中的空白，为欧洲经委会劳动力福利研究和实践提供了未来的方向，这些空白可以支持欧洲经委会劳动力专业化的努力，并最终提高幼儿的护理和学习质量。

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引用次数: 0

Children's friendship quality in early childhood education: the interplay with classroom quality, participation practices, and length of exposure to the ECE teacher 幼儿教育中儿童的友谊质量：与课堂质量、参与实践和接触幼儿教育教师时间的相互作用

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-01 Epub Date: 2025-09-13 DOI: 10.1016/j.ecresq.2025.08.006

Nadine Correia , Helena Carvalho , Cecília Aguiar

Friendships are crucial for children, and high-quality friendships encompass positive, supportive, and low-conflict interactions. Early childhood education (ECE) teachers spend considerable time with children and influence their relationships through high-quality teacher-child interactions and opportunities for child participation. This study examined the associations between observed classroom quality, observed participation practices, and children’s friendship quality, considering the moderating role of the length of exposure to the lead ECE teacher (i.e., months with the lead teacher). Participants in this study were 336 children (163 boys), aged 42 to 76 months (M = 60.14, SD = 7.86), from 58 ECE classrooms in the Lisbon area, Portugal, and their lead teachers. Findings suggest (i) a positive relationship between instructional support and closeness in children's friendships, when children spent more months with the lead teacher; (ii) a negative relationship between emotional support and conflict in children's friendships, when children spent more months with the lead teacher; (iii) a positive relationship between classroom organization and conflict in children’s friendships, when children spent fewer months with the lead teacher; and (iv) a negative relationship between conditions for participation and conflict in children's friendships, when children spent more time with the lead teacher. These findings have implications for practice and policymaking, emphasizing the relevance of sustained high-quality teacher-child interactions and participation practices to enhance children’s friendship quality in ECE.

友谊对孩子来说至关重要，高质量的友谊包括积极、支持和低冲突的互动。幼儿教育教师花大量时间与儿童在一起，并通过高质量的师生互动和儿童参与的机会影响他们的关系。本研究考察了观察到的课堂质量、观察到的参与实践和儿童友谊质量之间的联系，考虑到与首席幼儿教育教师接触的时间长短（即与首席教师在一起的时间）的调节作用。本研究的参与者是来自葡萄牙里斯本地区58个ECE教室的336名儿童（163名男孩）及其班主任，年龄在42至76个月之间（M = 60.14, SD = 7.86）。研究结果表明：(1)当儿童与班主任相处的时间越长，教学支持与儿童友谊亲密度之间存在正相关关系；（ii）当孩子与班主任相处的时间更长时，情感支持与儿童友谊冲突之间存在负相关关系；（iii）当儿童与班主任相处的时间较短时，课堂组织与儿童友谊冲突之间存在正相关关系；（iv）当孩子们花更多的时间与领导老师在一起时，参与条件与儿童友谊冲突之间存在负相关关系。这些发现对实践和政策制定具有启示意义，强调了持续高质量的师生互动和参与实践对提高欧洲经委会儿童友谊质量的相关性。

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引用次数: 0

Associations between a preschool tuition credit and children’s school success outcomes: Moving beyond test scores 学前班学费减免与孩子学业成绩的关系：超越考试成绩

IF 3.1 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Research Quarterly

Pub Date : 2026-01-01 Epub Date: 2025-10-26 DOI: 10.1016/j.ecresq.2025.10.005

Vi-Nhuan Le , Diana Schaack , Cristal Cisneros , Brooks Rosenquist , Jolene Gregory

The Denver Preschool Program (DPP) aims to increase children’s access to high-quality preschools by providing a scaled tuition credit to all families of 4-year-olds in Denver and a target number of 3-year-olds to attend a preschool of their choosing. This study examined end of 5th grade outcomes for DPP participants and explored associations between DPP participation and suspension, retention, chronic absence, and English language learner (ELL) redesignation outcomes. We received data from the Denver Public School district from the 2009–10 academic year through the 2017–18 academic year, resulting in our ability to follow four cohorts of DPP participants and non-participating peers from kindergarten through fifth grade. To enhance comparability between DPP participants and non-participants, we used generalized boosted models to generate propensity weights. We then used the propensity weights in Poisson and logistic regression models to estimate the relationship between DPP participation and student outcomes. DPP participation was unrelated to suspensions, but DPP participants were less likely than non-participants to have ever been chronically absent and to have been retained by fifth grade. DPP participants who started kindergarten needing English language supports were also more likely than their non-DPP ELL peers to be redesignated as no longer needing ELL services by the end of fifth grade. Moderate program effect sizes ranging from 0.121 to 0.177 were observed. Our study adds to the growing body of literature that finds preschool participation can have enduring associations beyond the early elementary grades.

丹佛学前教育计划（DPP）旨在通过向丹佛所有有4岁孩子的家庭和目标数量的3岁孩子提供一定比例的学费抵免，增加儿童进入高质量学前教育的机会。本研究考察了DPP参与者五年级末的学习结果，并探讨了DPP参与与休学、留用、长期缺勤和英语学习者（ELL）重新指定结果之间的关系。我们收到了丹佛公立学区从2009-10学年到2017-18学年的数据，因此我们能够跟踪从幼儿园到五年级的四组DPP参与者和未参与的同龄人。为了增强DPP参与者和非参与者之间的可比性，我们使用广义增强模型来生成倾向权重。然后，我们使用泊松和逻辑回归模型中的倾向权重来估计DPP参与与学生成绩之间的关系。从幼儿园开始就需要英语语言支持的DPP参与者也比非DPP的ELL同龄人更有可能在五年级结束时被重新指定为不再需要ELL服务。中度程序效应量在0.121 ~ 0.177之间。我们的研究增加了越来越多的文献，发现学前教育的参与可以有持久的联系，超越小学早期。

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引用次数: 0