REFLECTIONS ON QUALITY AND DOSAGE OF PRESCHOOL AND CHILDREN'S DEVELOPMENT.
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| Title: | REFLECTIONS ON QUALITY AND DOSAGE OF PRESCHOOL AND CHILDREN'S DEVELOPMENT. |
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| Authors: | Votruba‐Drzal, Elizabeth, Miller, Portia |
| Source: | Monographs of the Society for Research in Child Development. Jun2016, Vol. 81 Issue 2, p100-113. 14p. |
| Subjects: | Child care, Child development, Dose-response relationship in biochemistry, Education, Experimental design, Research methodology, Evidence-based medicine, Professional practice, Teaching methods, Educational outcomes |
| Abstract: | This ambitious monograph tackles several important questions related to children's preschool experiences that have relevance for program and policy initiatives at the state and federal levels. The authors’ approach is rigorous: they conduct parallel analyses across eight large and diverse studies of preschool children in center care and use meta‐analysis to summarize patterns across studies. The study finds nonlinear associations between preschool quality and gains in language and literacy skills, with larger associations in higher versus lower quality classrooms. Results also show that domain‐specific measures of preschool quality were more strongly related to children's development than global quality measures. The “dosage” of preschool was likewise important: more years in Head Start predicted larger vocabulary and literacy gains, whereas more time spent on instruction predicted greater literacy and math skills growth. In this commentary, we situate these findings in the broader literature addressing links between preschool experiences and children's development and discuss key takeaways for research, practice, and policy. [ABSTRACT FROM AUTHOR] |
| Copyright of Monographs of the Society for Research in Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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