University of Michigan.
MDRC.
Child Dev. 2021 Mar;92(2):600-608. doi: 10.1111/cdev.13499. Epub 2021 Jan 3.
Preschool improves children's kindergarten readiness, but the cognitive outcomes of preschool enrollees and nonenrollees tend to converge partially or fully in elementary school. In older programs, most of this convergence occurs in kindergarten (Li et al., 2016), but evidence from today's programs is sparse. Using data on 4,971 children who applied to the Boston Public School Prekindergarten program and a quasi-experimental approach, we examine convergence in kindergarten through third grade (K-3) literacy outcomes of prekindergarten enrollees and nonenrollees. Consistent with previous literature, most of the convergence in K-3 literacy outcomes occurred in kindergarten. Our findings suggest that detailed investigations into the kindergarten teaching and learning context may be particularly important for solving the widely noted preschool convergence pattern.
学前教育可以提高儿童的幼儿园入学准备水平，但在小学阶段，入读和未入读幼儿园的儿童的认知发展结果往往会部分或完全趋同。在较为老旧的项目中，这种趋同大多发生在幼儿园阶段（Li 等人，2016），但针对当今项目的证据却较为匮乏。本研究使用了 4971 名申请波士顿公立学校学前教育项目的儿童的数据，并采用了准实验方法，考察了学前教育入读儿童和未入读儿童在幼儿园至三年级（K-3）的读写能力结果方面的趋同情况。与之前的文献一致，K-3 读写能力结果的趋同大部分发生在幼儿园阶段。我们的研究结果表明，深入调查幼儿园的教学环境可能对解决广泛存在的学前教育趋同模式尤为重要。
