Journal
CHILD DEVELOPMENT
Volume 90, Issue 5, Pages 1474-1489Publisher
WILEY
DOI: 10.1111/cdev.13296
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Funding
- European Commission's Seventh Framework Programme (FP7/2007-2013) under the grant agreement Curriculum Quality Analysis and Impact Review of European ECEC (CARE) [613318]
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This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children's school career (ES = .11, Cohen's d = .22, and ES = .10, Cohen's d = .20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research.
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