GSE Publications

Document Type

Journal Article

Date of this Version

2005

Volume

34

Issue

4

Start Page

571

Last Page

588

Abstract

This study examined the unique protective influence of center-based early care and education experiences on kindergarten outcomes for children entering public school kindergarten. The 3,969 participants were geographically and demographically representative of an entire kindergarten cohort in a large urban school district. Child age, gender, ethnicity, family poverty, low maternal education, and neighborhood were found to be risks for academic and behavioral adjustment upon kindergarten entry. Controlling for these risks, formal, center-based experiences were related significantly to higher levels of Language Arts, Mathematics, Social Knowledge, Motor Skills, and Work Habits performance assessments and attendance in kindergarten. Initial advantages associated with center-based early care and education were sustained across the kindergarten year.

Copyright/Permission Statement

Posted with permission from the publisher.

Keywords

childhood, kindergarten, urban, population

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Date Posted: 06 November 2017