幼儿教育经验与学前缺勤

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Arya Ansari, Michael A. Gottfried
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引用次数: 6

摘要

使用来自美国11个州的学前教育参与者样本(n = 2966),我们研究了早期儿童教育经历对后来的学前教育缺勤是否有积极或消极的影响。虽然缺勤的一些最重要的预测因素是学校和课堂环境之外的因素(例如,贫困和家庭结构),但有一些证据表明,在3岁时接受任何户外护理的儿童在接下来的一年中缺勤较少,影响大小为小到中等。然而,经历多次护理安排或多年的相同护理并没有带来任何额外的好处。接触到高质量教学环境和更多学术活动的儿童也更少缺席,尽管效应量很小。这些结果突出了可锻铸的早期教育经验,可以有针对性地帮助解决旷工问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Early Childhood Educational Experiences and Preschool Absenteeism
Using a sample of pre-K attendees from 11 states in the United States (n = 2,966), we examined whether early childhood educational experiences contribute positively or negatively to later preschool absences. Although some of the most important predictors of absences were factors external to the school and classroom environment (e.g., poverty and household structure), there was some evidence to suggest that children who received any out-of-home care at age 3 had fewer absences during the following year with small to moderate effect sizes. However, experiencing multiple care arrangements or multiple years of the same care did not confer any additional benefits. Children who were exposed to higher quality instructional environments and more academic activities were also absent less frequently, although the effect sizes were small in magnitude. These results highlight malleable early educational experiences that can be targeted to help address the absenteeism epidemic.
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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