Ansari Arya, Pianta Robert C, Whittaker Jessica V, Vitiello Virginia E, Ruzek Erik A
Department of Human Sciences, College of Education and Human Ecology and Crane Center for Early Childhood Research and Policy.
Center for Advanced Study of Teaching and Learning.
Dev Psychol. 2020 Nov;56(11):2027-2039. doi: 10.1037/dev0001115. Epub 2020 Oct 5.
The present investigation examined the benefits of pre-K through the end of kindergarten for children from low-income homes who lived in a large and diverse county ( = 2,581) as well as factors associated with a reduction in benefits during the kindergarten year. Results revealed that pre-K graduates outperformed nonattenders in the areas of achievement and executive functioning skills at the end of kindergarten, and also that the benefits of pre-K at the start of the year diminished by a little more than half. This convergence between groups' performance was largest for more constrained skills, such as letter-word identification, and was attributed to the fact that nonattenders made greater gains in kindergarten as compared with graduates of pre-K. Importantly, convergence in the groups' performance in kindergarten was not attributed to pre-K children's classroom experiences in kindergarten. Convergence was, however, attributable to preexisting individual differences, and there was support for the notion that even though children's skills are susceptible to improvement as a result of pre-K, their longer-term outcomes are likely to be impacted by factors that are outside the scope of early schooling. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
本研究调查了从学前班到幼儿园结束对生活在一个地域广阔且多样化的县（n = 2581）的低收入家庭儿童的益处，以及与幼儿园期间益处减少相关的因素。结果显示，学前班毕业生在幼儿园结束时，在学业成绩和执行功能技能方面优于未上过学前班的儿童，而且年初学前班带来的益处减少了一半多一点。两组表现之间的这种趋同对于更受限制的技能（如字母 - 单词识别）最为明显，这归因于与学前班毕业生相比，未上过学前班的儿童在幼儿园取得了更大进步。重要的是，两组在幼儿园表现的趋同并非归因于学前班儿童在幼儿园的课堂经历。然而，趋同可归因于先前存在的个体差异，并且有证据支持这样一种观点，即尽管儿童的技能因学前班而易于提高，但他们的长期结果可能会受到早期学校教育范围之外的因素影响。（PsycInfo数据库记录（c）2020美国心理学会，保留所有权利）
