Preschool Quality Effects on Learning Behavior and Later Achievement in Germany
Moderation by Socioeconomic Status
Bibliographic Data
| ID | 21301849 |
|---|---|
| Authors | Daniel Schmerse (0000-0001-5799-6724, Leibniz Institute for Science and Mathematics Education, corresponding author) |
| Year | 2020 |
| Volume | 91 |
| Issue | 6 |
| Pages | 2237-2254 |
| Publication date | 2020-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Child Development (JOURNAL) |
| Journal identifiers | ISSN: 0009-3920 • E-ISSN: 1467-8624 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/cdev.13357 |
| PMID | 31971259 |
| OpenAlex | W3001327748 |
| Language | EN |
| Citations received | 17 |
| References cited | 66 |
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
Academic achievement · Developmental psychology · German · Longitudinal study · Moderation · Population · Socioeconomic status · Demography · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology
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| Unique citing works | 17 |
|---|---|
| Citations per year | 3,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 16 |