Ansari Arya, Winsler Adam
Department of Human Development and Family Sciences, University of Texas at Austin, 1 University Station A2702, SEA 1.142, Austin, TX 78712, United States.
Department of Psychology, 3F5 George Mason University, Fairfax, VA 22030, United States.
Early Child Res Q. 2016;37:69-80. doi: 10.1016/j.ecresq.2016.06.002. Epub 2016 Jul 9.
Using data from the Miami School Readiness Project (MSRP), we examine the kindergarten readiness of five cohorts (2002-2007) of children from low-income, ethnically, and linguistically diverse families (n = 16,176) in Miami, Florida who experienced three types of publicly funded preschool programs the year before kindergarten: public school-based pre-K, center-based care, or family childcare. Black and Latino children in public school-based pre-K programs consistently demonstrated greater kindergarten readiness when compared with their classmates in center-based and family childcare, controlling for demographic variables and cognitive skills at preschool entry. In most cases, low-income children enrolled in center-based care also exhibited greater kindergarten skills than their classmates who had attended family childcare. Results were the same across ethnic and language groups. Thus, for all groups of children, those who attended public school-based pre-K began kindergarten with a stronger start than their classmates who attended center-based care and family childcare, and they continued to do better at the end of the kindergarten year.
利用迈阿密入学准备项目（MSRP）的数据，我们考察了佛罗里达州迈阿密市来自低收入、种族和语言多样化家庭的五个队列（2002 - 2007年）儿童（n = 16176）的幼儿园入学准备情况。这些儿童在幼儿园前一年参加了三种由公共资金资助的学前教育项目：公立学校学前班、中心式照料或家庭日托。在控制了人口统计学变量和入学前的认知技能后，公立学校学前班项目中的黑人及拉丁裔儿童与参加中心式照料和家庭日托的同学相比，始终表现出更强的幼儿园入学准备能力。在大多数情况下，参加中心式照料的低收入儿童也比参加家庭日托的同学表现出更强的幼儿园技能。不同种族和语言群体的结果相同。因此，对于所有儿童群体来说，那些参加公立学校学前班的儿童比参加中心式照料和家庭日托的同学在幼儿园入学时起点更高，并且在幼儿园学年结束时他们的表现也更好。
