University of New England, Armidale, Australia.
Department of Psychology, Library Rd, Armidale, NSW, 2350, Australia.
Behav Genet. 2020 Nov;50(6):387-400. doi: 10.1007/s10519-020-10013-z. Epub 2020 Aug 14.
The present study used a genetically-sensitive quantile regression approach to examine the relation between participation in early childhood education and care (ECEC) and subsequent school performance in literacy and numeracy at grades 3, 5, 7, and 9. The sample consisted of 1255 twin pairs (596 MZ; 659 DZ) with information on both ECEC and the National Assessment Program-Literacy and Numeracy (NAPLAN) scores from the Twin Study of NAPLAN. Results indicated variation in heritability estimates across the distributions of achievement, suggesting that different patterns of etiological influences may exist among children of different ability levels. Additionally, the results provided no evidence that ECEC significantly influenced achievement, and in the genetically-sensitive analyses, no evidence that ECEC moderated the influences of heritability of achievement for typically advantaged children. These results suggest that ECEC may not provide the levels of environmental support for later achievement that advocates claim, although we acknowledge that ECEC quality, which was not measured in the current study, may make a difference in whether or not ECEC influences achievement.
本研究采用遗传敏感分位数回归方法，考察了儿童早期教育和保育（ECEC）参与程度与三年级、五年级、七年级和九年级读写和计算成绩的后续关系。该样本包括来自 NAPLAN 双胞胎研究的 1255 对双胞胎（596 对 MZ；659 对 DZ），他们的 ECEC 和国家评估计划-读写和计算（NAPLAN）成绩信息都很完整。结果表明，在成就分布上存在着遗传估计值的差异，这表明在不同能力水平的儿童中，可能存在着不同的病因影响模式。此外，研究结果表明 ECEC 并没有显著影响成绩，在遗传敏感分析中，也没有证据表明 ECEC 会改变一般优势儿童的成就遗传影响。这些结果表明，ECEC 可能无法为以后的成就提供倡导者所声称的环境支持水平，尽管我们承认，在当前研究中没有测量的 ECEC 质量可能会对 ECEC 是否影响成绩产生影响。
