Links between Duration of Early Childhood Education Participation and School Readiness Domains: A Study with Malaysian Public Preschool Children

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2024-09-23 DOI:10.1007/s10643-024-01757-y

Kimberley Kong, Jean Anne Heng, Shi Ting Tan, Azyan Shafee, Alexandra Cheah

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Abstract

This study examined factors associated with four domains of school readiness among 170 preschoolers from low-income families in seven Malaysian public preschools. Direct assessments of preschool children’s performance on a battery of tasks indicated proficient levels of readiness in approaches to learning, language and emergent literacy, and socioemotional development. Relative to other domains, children demonstrated lower levels of readiness and greater variability in cognitive development. Using a multi-level modelling approach, the duration of Early Childhood Education (ECE) participation was positively associated with improvements in language and emergent literacy while controlling for child and other contextual factors. However, duration of ECE participation correlated negatively with socioemotional development. Additionally, household wealth was a significant predictor of better academic outcomes in language, literacy, and cognitive development. This study underscores the importance of nuanced educational policies that address the duration and quality of ECE and the socioeconomic disparities that affect school readiness to ensure comprehensive developmental support for Malaysian preschoolers from low-income families.

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幼儿教育参与时间与入学准备领域之间的联系：马来西亚公立学龄前儿童研究

本研究考察了马来西亚七所公立幼儿园中来自低收入家庭的 170 名学龄前儿童在入学准备四个方面的相关因素。对学龄前儿童在一系列任务中的表现进行的直接评估表明，他们在学习方法、语言和初步读写能力以及社会情感发展方面的准备程度达到了良好水平。相对于其他领域，儿童在认知发展方面的准备程度较低，差异较大。利用多层次建模方法，在控制儿童和其他环境因素的情况下，参与幼儿教育（ECE）的持续时间与语言和初步识字能力的提高呈正相关。然而，幼儿教育参与时间的长短与社会情感发展呈负相关。此外，家庭财富也是预测语言、识字和认知发展等学业成果的重要因素。这项研究强调了制定细致入微的教育政策的重要性，这些政策应解决幼儿教育的持续时间和质量问题，以及影响入学准备的社会经济差异问题，以确保为来自低收入家庭的马来西亚学龄前儿童提供全面的发展支持。

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来源期刊

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field