The effects of early experiences at home and pre-school on gains in English and mathematics in primary school: a multilevel study in England

详细信息    查看全文

• 作者：Prof. Kathy Sylva Ph.D. (1)
  Prof. Dr. Pam Sammons Ph.D. (1)
  Dr. Lydia L. S. Chan (1)
  Prof. Dr. Edward Melhuish (2)
  Prof. Dr. Iram Siraj-Blatchford (3)
  Brenda Taggart (3)
  
• 关键词：Academic skills ; Home learning environment ; Pre ; school quality ; Akademische Fertigkeiten ; H?usliche Lernumgebung ; Vorschulqualit?t
• 刊名：Zeitschrift f篓鹿r Erziehungswissenschaft
• 出版年：2013
• 出版时间：June 2013
• 年：2013
• 卷：16
• 期：2
• 页码：277-301
• 全文大小：913KB
• 参考文献：1. Anders, Y., Sammons, P., Taggart, B., Sylva, K., Melhuish, E., & Siraj-Blatchford, I. (2010). The influence of child, family, home factors and pre-school education on the identification of special educational needs at age 10. / British Educational Research Journal, 37(3), 421-41. CrossRef
  2. Barnett, W. S. (1985). Benefit-cost analysis of the Perry Preschool Program and its policy implications. / Educational Evaluation and Policy Analysis, 7, 333-42.
  3. Barnett, W. S., & Hustedt, J. T. (2005). Head start’s lasting benefits. / Infants & Young Children, 18(1), 16-4. CrossRef
  4. Belsky, J. (2009). Quality, quantity and type of child care: Effects on child development in the US. In G. Bentley & R. Mace (Eds.), / Substitute parents: Biological and social perspectives on alloparenting in human societies (pp.?304-24). New York: Berghahn Books.
  5. Belsky, J., Vandell, D. L., Burchinal, M., Clarke-Stewart, K. A., McCartney, K., Owen, M. T., & The NICHD Early Child Care Research Network (2007). Are there long-term effects of early child care? / Child Development, 78(2), 681-01. CrossRef
  6. Bredekamp, S., & Copple, C. (1997). / Developmentally appropriate practice in early childhood programs. Washington, DC: National Association for the Education of Young Children.
  7. Bronfenbrenner, U. (1979). / The ecology of human development. Cambridge: Harvard University Press.
  8. Brooks-Gunn, J. (2003). Do you believe in magic?: What we can expect from early childhood intervention programs. / Social Policy Report, XVII(1), 1-6.
  9. Burchinal, P., Kainz, K., Cai, K., Tout, K., Zaslow, M., Martinez-Beck, I., & Rathgeb, C. (2009). / Early care and education quality and child outcomes. Washington, DC: Office of Planning, Research and Evaluation, U.S. Department of Health and Human Services.
  10. Claessens, A., Duncan, G., & Engel, M. (2009). Kindergarten skills and fifth-grade achievement: Evidence from the ECLS-K. / Economics of Education Review, 28(4), 415-27. CrossRef
  11. Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., Pagani, L. S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. / Developmental Psychology, 43(6), 1428-446. CrossRef
  12. European Child Care and Education Study Group. (1999). / School-age assessment of child development: Long-term impact of pre-school experiences on school success, and family-school relationships. Report written by Wolfgang Tietze, Jutta Hundertmark-Mayser and Hans-Günther Ro?bach. Report submitted to: European Union DG XII: Science, Research and Development. RTD Action: Targeted Socio-Economic Research. Brüssel: EU.
  13. Goldstein, H. (2011). / Multilevel Statistical Models (4th ed.). Chicester: Wiley.
  14. Hall, J., Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2009). The role of pre-school quality in promoting resilience in the cognitive development of young children. / Oxford Review of Education, 35(3), 331-52. CrossRef
  15. Hamre, B. K., & Pianta, R. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? / Child Development, 76(5), 949-67. CrossRef
  16. Harms, T., Clifford, R. M., & Cryer, D. (1998). / Early Childhood Environmental Rating Scale, Revised Edition (ECERS-R). New York: Teachers College Press.
  17. Hindman, A. H., Skibbe, L. E., Miller, A., & Zimmerman, M. (2010). Ecological contexts and early learning: Contributions of child, family, and classroom factors during head start, to literacy and mathematics growth through first grade. / Early Childhood Research Quarterly, 25(2), 235-50. CrossRef
  18. Lazar, I., Darlington, R. B., Murray, H., Royce, J., & Snipper, A. (1982). Lasting effects of early education: A report of the Consortium for Longitudinal Studies. / Monographs of the Society for Research in Child Development, / 47, Serial No. 195, 2-.
  19. Magnuson, K. A., & Shager, H. (2010). Early education: Progress and promise for children from low-income families. / Children and Youth Services Review, 32(9), 1186-198. CrossRef
  20. Magnuson, K. A., Meyers, M. K., Ruhm, C. J., & Waldfogel, J. (2004). Inequality in preschool education and school readiness. / American Educational Research Journal, 41(1), 115-57. CrossRef
  21. Magnuson, K. A., Ruhm, C., & Waldfogel, J. (2007a). Does prekindergarten improve school preparation and performance? / Economics of Education Review, 26(1), 33-1. CrossRef
  22. Magnuson, K. A., Ruhm, C., & Waldfogel, J. (2007b). The persistence of preschool effects: Do subsequent classroom experiences matter? / Early Childhood Research Quarterly, 22(1), 18-8. CrossRef
  23. Mashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D. M., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. / Child Development, 79(3), 732-49. CrossRef
  24. Mathers, S., Linskey, F., Seddon, J., & Sylva, K. (2007). Using quality rating scales for professional development: experiences from the UK. / International Journal of Early Years Education, 15(3), 261-74. CrossRef
  25. McKey, R. H., Condelli, L., Ganson, H., Barnett, B. J., McConkey, C., & Plantz, M. C. (1985). / The impact of head start on children, families and communities. Washington, DC: CSR Incorporated for the Head Start Bureau, Administration for Children, Youth and Families, U.S. Department of Health and Human Services.
  26. Melhuish, E., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2001). / Technical paper 7-The Effective Provision of Pre-School Education (EPPE) Project: Social/behavioural and cognitive development at 3- years in relation to family background. London: DfEE & Institute of Education, University of London.
  27. Melhuish, E., Romaniuk, H., Sammons, P., Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2006). / The effectiveness of primary schools in England in key stage 2 for 2002, 2003 and 2004: Full report. London: Institute of Education, University of London.
  28. Melhuish, E., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. / Journal of Social Issues, 64(1), 95-14. CrossRef
  29. NICHD Early Child Care Research Network (2000). The relation of child care to cognitive and language development. / Child Development, 71(4), 960-80. CrossRef
  30. NICHD Early Child Care Research Network (2002). Early child care and children’s development prior to school entry: Results from the NICHD study of early child care. / American Educational Research Journal, 39(1), 133-64. CrossRef
  31. NICHD Early Child Care Research Network (2003). Does quality of child care affect child outcomes at age 4?? / Developmental Psychology, 39(3), 451-69. CrossRef
  32. NICHD Early Child Care Research Network (2005). Early child care and chlidren’s development in the primary grades: Follow-up results from the NICHD study of early child care. / American Educational Research Journal, 42(3), 537-70. CrossRef
  33. NICHD Early Child Care Research Network (2006). Child-care effect sizes for the NICHD study of early child care and youth development. / American Psychologist, 61(2), 99-16. CrossRef
  34. NICHD Early Child Care Research Network, & Duncan, G. J. (2003). Modeling the impacts of child care quality on children’s preschool cognitive development. / Child Development, 74(5), 1454-475. CrossRef
  35. Sammons, P. (2010). The EPPE research design: An educational effectiveness focus. In K. Sylva, E. Melhuish, P. Sammons, I. Siraj-Blatchford, & B. Taggart (Eds.), / Early childhood matters: Evidence from the effective pre-school and primary education project (pp.?24-3). London: Routledge.
  36. Sammons, P., Elliot, K., Sylva, K., Melhuish, E., Siraj-Blatchford, I., & Taggart, B. (2004a). The impact of pre-school on young children’s cognitive attainments at entry to reception. / British Educational Research Journal, 30(5), 691-12. CrossRef
  37. Sammons, P., Sylva, K., Melhuish, E. C., Siraj-Blatchford, I., Taggart, B., Elliot, K., & Marsh, A. (2004b). / The Effective Provision of Pre-School Education (EPPE) project: Technical paper 11—report on the continuing effects of pre-school education at age 7. London: DfES & Institute of Education, University of London.
  38. Sammons, P., Siraj-Blatchford, I., Sylva, K., Melhuish, E., Taggart, B., & Elliot, K. (2005). The effects of pre-school provision: Using mixed methods in the EPPE research. / International Journal of Research Methods: Special Issue on Mixed Methods in Educational Research, 8, 207-24.
  39. Sammons, P., Sylva, K., Melhuish, E., Siraj-Blatchford, I., Taggart, B., & Hunt, S. (2008). / Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Influences on children’s attainment and progress in key stage 2: Cognitive outcomes in year 6. Research report no. DCSF-RR048. Nottingham: DCSF Publications.
  40. Shonkoff, J. P. (2010). Building a new biodevelopmental framework to guide the future of early childhood policy. / Child Development, 81(1), 357-67. CrossRef
  41. Shonkoff J. P., & Phillips D. A. (Eds.). (2000). / From neurons to neighborhoods: The science of early childhood development. Washington, D.C: National Academy Press.
  42. Siraj-Blatchford, I. (2002). / Effective Provision of Pre-School Education: Case studies (EPPE). Technical paper 10. London: DFES.
  43. Siraj-Blatchford, I. (2010). Learning in the home and in school: How working class children succeed against the odds. / British Educational Research Journal, 36(3), 463-82. CrossRef
  44. Siraj-Blatchford, I., & Mayo, A. (2013). / Social class and educational inequality: The impact of parents and schools. Cambridge: Cambridge University Press.
  45. Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). / Researching effective pedagogy in the early years, DfES research report 365. London: HMSO, Queens-Printer.
  46. Soucacou, E. P., & Sylva, K. (2010). Developing observation instruments and arriving at inter-rater reliability for a range of contexts and raters: The early childhood environment rating scales. In E. Tucker, G. Walford, & M. Viswanathan (Eds.), / The sage handbook of measurement: How social scientists generate, modify, and validate indicators and scales (pp.?61-5). London: Sage Publications.
  47. Sylva, K., Siraj-Blatchford, I., Melhuish, E., Sammons, P., Taggart, B., Evans, E., Dobson, A., Jeavons. M., Lewis, K., Morahan. M., & Sadler. S. (1999). / The Effective Provision of Pre-School Education (EPPE) project: Technical paper 6—characteristics of the centres in the EPPE Sample: Observation profiles. London: DfEE & Institute of Education, University of London.
  48. Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2003). / Assessing quality in the early years: Early Childhood Environment Rating Scale Extension (ECERS-E): Four curricular subscales. Stoke on trent: Trentham Books.
  49. Sylva, K., Siraj-Blatchford, I., Taggart, B., Sammons, P., Melhuish, E., Elliot, K., & Totsika, V. (2006). Capturing quality in early childhood through environmental rating scales. / Early Childhood Research Quarterly, 21(1), 76-2. CrossRef
  50. Sylva, K., Taggart, B., Siraj-Blatchford, I., Totsika, V., Ereky-Stevens, K., Gildena, R., & Bell, D. (2007). Curricular quality and day-to-day learning activities in pre-school. / International Journal of Early Years Education, 15(1), 49-4. CrossRef
  51. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2010a). / Early childhood matters: Evidence from the effective pre-school and primary education project. London: Routledge.
  52. Sylva, K., Siraj-Blatchford, I., & Taggart, B. (2010b). / Assessing quality in the early years: Curricular extension to the early childhood environment rating scale—revised. Stoke on Trent: Trentham Books.
  53. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2011). Pre-school quality and educational outcomes at age 11: Low quality has little benefit. / Journal of Early Childhood Research, 9, 109-24. CrossRef
  54. Tietze, W. (1987). A structural model for the evaluation of preschool effects. / Early Childhood Research Quarterly, 2(2), 133-53. CrossRef
  
• 作者单位：Prof. Kathy Sylva Ph.D. (1)
  Prof. Dr. Pam Sammons Ph.D. (1)
  Dr. Lydia L. S. Chan (1)
  Prof. Dr. Edward Melhuish (2)
  Prof. Dr. Iram Siraj-Blatchford (3)
  Brenda Taggart (3)
  
  1. Department of Education, University of Oxford, 15 Norham Gardens, OX2 6PY, Oxford, United Kingdom
  2. Institute for the Study of Children, Families & Social Issues, Birkbeck, University of London, Malet Street, WC1E 7HX, London, United Kingdom
  3. Department of Early Years and Primary Education, Institute of Education, University of London, 20 Bedford Way, WC1H 0AL, London, United Kingdom
  

文摘

Few studies have explored whether learning experiences during the pre-school period differentiate rates of growth in academic skills during primary school. Here, findings are presented from a longitudinal study on a representative sample of 2,800 children in the UK. This study examined the contribution of the early years Home Learning Environment (HLE) and pre-school quality to children’s academic progress between ages 7 and 11 (i.e. years 2 and 6 of primary school) in English and mathematics. Results indicate that a rich early HLE leads to accelerated progress in English and mathematics between 7 and 11 years. Quality rather than mere attendance was the pre-school factor which promoted academic progress. Children who had a stronger ‘profile-at school accelerated away from other children over the primary period. The benefits of high quality home and pre-school environments appear to be long-lasting and cumulative, improving children’s developmental trajectories by enabling them to make greater learning gains compared to their peers who experienced lower pre-school quality.