Preschool quality effects on learning behavior and later achievement in Germany: Moderation by socioeconomic status
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Authors
Author (Corporation)
Publication date
23.01.2020
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Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Child Development
Special issue
DOI of the original publication
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Series
Series number
Volume
91
Issue / Number
6
Pages / Duration
2237–2254
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Publisher / Publishing institution
Wiley
Place of publication / Event location
Edition
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Abstract
This study investigates whether children’s preschool experiences are associated with later achievement via enhanced learning behaviors using data from a German longitudinal study following children (N = 554) from age 3 in preschool to age 8 in second grade. There were two main findings. First, results suggest that more positive learning behaviors at school entry mediate effects of teacher–child interactions in preschool on second- grade achievement. Second, these effects varied by parental socioeconomic status (SES) indicating that low-SES children benefited the most. The findings highlight the role of preschool classroom environments in shaping the school readiness of children with socioeconomic risk factors.
Keywords
preschool quality, learning behaviors, achievement, moderated mediation
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ISBN
ISSN
0009-3920
1467-8624
1467-8624
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
Schmerse, D. (2020). Preschool quality effects on learning behavior and later achievement in Germany: Moderation by socioeconomic status. Child Development, 91(6), 2237–2254. https://doi.org/10.1111/cdev.13357