GSE Faculty Research
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
Recommended Citation
Fantuzzo, J., Rouse, H. L., McDermott, P., Childs, S., & Weiss, A. (2005). Early Childhood Experiences and Kindergarten Success: A Population-Based Study of a Large Urban Setting. 34 (4), 571-588. Retrieved from https://repository.upenn.edu/gse_pubs/436
Date Posted: 06 November 2017