期刊
APPLIED DEVELOPMENTAL SCIENCE
卷 23, 期 2, 页码 153-169出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/10888691.2017.1345634
关键词
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资金
- Administration for Children and Families (ACF)
- U.S. Department of Health and Human Services [105-95-1936]
- Columbia University's Center for Children and Families, Teachers College
- Early Head Start Research Consortium
- National Science Foundation [0218159, 0721383]
- Division Of Behavioral and Cognitive Sci
- Direct For Social, Behav & Economic Scie [0218159] Funding Source: National Science Foundation
We examined whether the early learning environment predicts children's 5th grade skills in 2,204 families from ethnically diverse, low-income backgrounds; tested the mediating roles of children's pre-kindergarten school-related skills and later learning environment; and asked whether lagged associations generalize across White, Black, Hispanic English-speaking, and Hispanic Spanish-speaking samples. Children's early learning environment comprised measures of literacy activities, the quality of mothers' engagements with children, and learning materials assessed at 14 months, 2 and 3 years, and at pre-kindergarten; learning environments were again assessed in 5th grade. At pre-kindergarten and in 5th grade, children were assessed on pre-academic and academic skills respectively. Early learning environments predicted children's 5th grade academic skills, and children's pre-kindergarten skills and 5th grade learning environment mediated longitudinal associations. The early learning environment supports the emergence of pre-academic skills that are stable into early adolescence, and pathways generalize across ethnic/racial groups.
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