|
| next >> |
Journal description
All volumes of the corresponding journal
All issues of the corresponding volume
All articles of the corresponding issues
Details for article 1 of 14 found articles
| Title: |
A longitudinal study of early childhood education and subsequent academic achievement |
| Author: |
Fergusson, David M. Horwood, L John Lynskey, Michael T. |
| Appeared in: |
Australian psychologist |
| Paging: | Volume 29 (1994) nr. 2 pages 110-115 |
| Year: |
1994-07-01 |
| Contents: |
The relationships between duration of attendance at early childhood education facilities and measures of intelligence, reading comprehension, mathematical reasoning, and school ability up to the age of 13 years were studied in a birth cohort of New Zealand children. Before adjustment for confounding factors, children who had attended early education facilities for more than two years scored from .33 to .80 SDs higher on tests of cognitive ability and school achievement than children who did not attend early education. However, after adjustment for confounding factors, including parental education levels, socioeconomic status, family size, child ethnicity, infant feeding methods, early mother-child interaction, and the child's birthweight, these differences reduced to between .13 and .47 SDs. Nonetheless, in all but one case, significant associations were found between duration of attendance at early childhood education and cognitive ability and school achievement after controlling for confounding factors. It is concluded that these findings are consistent with the view that attendance at early childhood education may be associated with subsequent improvement in school achievement with these associations persisting up to the age of 13 years. |
| Publisher: |
Taylor & Francis |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 1 of 14 found articles
| next >> |