Benner Aprile D, Thornton Anna, Crosnoe Robert
University of Texas, Austin.
Appl Dev Sci. 2017;21(2):121-134. doi: 10.1080/10888691.2016.1175946. Epub 2016 May 19.
Evidence that the learning gains of preschool fade as children transition into elementary school has led to increased efforts to sustain preschool advantages during this key transitional period. This study explores whether the observed benefits of sustainability practices for a range of child outcomes are explained and/or moderated by family and school mechanisms selecting children into experiencing these practices. Analyses of the Early Childhood Longitudinal Study-Birth Cohort revealed that both family and school factors predicted children's exposure to several PK-3 sustainability practices. PK-3 sustainability practices were associated with reading (but not math) gains and better interpersonal skills (but not fewer externalizing behaviors) following the transition into kindergarten. These links were not conditioned by the selection mechanisms. The findings highlight who is more likely to seek out (at the family level) or offer (at the school level) sustainability practices and how relevant they are to fighting preschool fadeout.
有证据表明，随着儿童从幼儿园过渡到小学，学前教育所带来的学习成果会逐渐消退，这促使人们加大努力，在这个关键的过渡时期保持学前教育的优势。本研究探讨了家庭和学校选择儿童参与这些可持续发展实践的机制，是否能够解释和/或调节观察到的可持续发展实践对一系列儿童成果的益处。对儿童早期纵向研究出生队列的分析表明，家庭和学校因素都能预测儿童接触到的几种学前至三年级的可持续发展实践。进入幼儿园后，学前至三年级的可持续发展实践与阅读（而非数学）成绩的提高以及更好的人际交往能力（而非更少的外化行为）相关。这些联系不受选择机制的影响。研究结果突出了谁更有可能（在家庭层面）寻求或（在学校层面）提供可持续发展实践，以及它们与应对学前教育效果消退的相关性。
