{"title":"幼儿教育经验与学前缺勤","authors":"Arya Ansari, Michael A. Gottfried","doi":"10.1086/709832","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":48010,"journal":{"name":"Elementary School Journal","volume":null,"pages":null},"PeriodicalIF":1.2000,"publicationDate":"2020-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1086/709832","citationCount":"6","resultStr":"{\"title\":\"Early Childhood Educational Experiences and Preschool Absenteeism\",\"authors\":\"Arya Ansari, Michael A. Gottfried\",\"doi\":\"10.1086/709832\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":48010,\"journal\":{\"name\":\"Elementary School Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.2000,\"publicationDate\":\"2020-08-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1086/709832\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Elementary School Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1086/709832\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Elementary School Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1086/709832","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.