幼儿园准备程度、后期健康和社会成本。

Kindergarten Readiness, Later Health, and Social Costs.

机构信息

Departement of Social Sciences, Université Sainte-Anne, Church Point, Canada;

Centre for Education Practice Research, University of Johannesburg, Johannesburg, South Africa.

出版信息

Pediatrics. 2020 Dec;146(6). doi: 10.1542/peds.2020-0978. Epub 2020 Nov 2.

DOI:10.1542/peds.2020-0978

PMID:33139455

Abstract

OBJECTIVES

To estimate associations between kindergarten readiness and academic, psychological, and health risks by end of high school.

METHODS

This study is based on 966 Canadian children. At age 5, trained examiners assessed child number knowledge and receptive vocabulary. Teachers reported kindergarten classroom engagement. At age 17, participants reported academic grades, school connectedness, anxiety sensitivity, substance abuse, physical activity involvement, and height and weight. High school dropout risk was also estimated for each participant on the basis of grades, school engagement, and grade retention.

RESULTS

Kindergarten math skills contributed to better end-of high school grades (β = .17, < .01) and lower dropout risk (β = -.20, < .001), whereas receptive vocabulary predicted lower anxiety sensitivity (β = -.11, < .01). Kindergarten classroom engagement predicted higher end of high school grades (β = .17, < .001), lower dropout risk (β = -.20, < .01), better school connectedness (β = .15, < .01), lower risk of substance abuse (β = -.21, < .001), and more physical activity involvement (β = .09, < .05). Kindergarten classroom engagement was also associated with a 65% reduction (odds ratio = 0.35) in the odds of being overweight at age of 17. Analyses were adjusted for key child (sex, weight per gestational age, nonverbal IQ, and internalizing and externalizing behaviors) and family (parental involvement, maternal depression and immigrant status, family configuration, and socioeconomic status) characteristics.

CONCLUSIONS

Early childhood readiness forecasts a protective edge by emerging adulthood. With these findings, we build links between education and health indicators, suggesting that children who start school prepared gain a lifestyle advantage. Promoting kindergarten readiness could reduce the health burden generated by high school dropout.

摘要

目的

评估幼儿园准备情况与高中结束时的学业、心理和健康风险之间的关联。

方法

本研究基于 966 名加拿大儿童。在 5 岁时，经过培训的检查人员评估了儿童的数字知识和接受性词汇量。教师报告了幼儿园课堂参与情况。在 17 岁时，参与者报告了学业成绩、学校联系、焦虑敏感性、物质滥用、身体活动参与度以及身高和体重。还根据成绩、学校参与度和留级情况，为每位参与者估算了高中辍学风险。

结果

幼儿园数学技能有助于提高高中结束时的成绩（β=0.17，<0.01）和降低辍学风险（β=-0.20，<0.001），而接受性词汇量预测焦虑敏感性较低（β=-0.11，<0.01）。幼儿园课堂参与度预测高中结束时的成绩较高（β=0.17，<0.001），辍学风险较低（β=-0.20，<0.001），学校联系较好（β=0.15，<0.01），物质滥用风险较低（β=-0.21，<0.001），身体活动参与度较高（β=0.09，<0.05）。幼儿园课堂参与度也与 17 岁时超重的几率降低 65%相关（比值比=0.35）。分析调整了关键儿童（性别、胎龄体重、非言语智商以及内化和外化行为）和家庭（父母参与度、母亲抑郁和移民身份、家庭结构以及社会经济地位）特征。