Cognitive and Family-Support Mediators of Preschool Effectiveness: A Confirmatory Analysis

Abstract

Investigated in this study were the mediators of the effects of preschool intervention on children's school achievement in sixth grade. A confirmatory structural model developed in a previous study of third graders was tested with 360 low-income, mostly black children who were available at the 3-year follow-up. The model incorporated cognitive readiness at kindergarten entry and parent involvement in school (rated by teachers and parents) as primary mediators of preschool effectiveness. In sixth grade (age 12), preschool participation at ages 3 or 4 was significantly associated with higher reading achievement, higher math achievement, and with lower incidence of grade retention. Cognitive readiness and parent involvement in school significantly mediated the estimated effects of preschool participation on school achievement and grade retention 7 years postprogram. Teacher ratings of school adjustment, school mobility, and grade retention also contributed to the transmission of effects. This integrated model fit the data better than several alternative models, including those based on the cognitive-advantage and family-support hypotheses.

The Influence of Prenatal, Home and Environmental factors on Learning Outcomes of Pre-Primary School Children

“…Similarly, divorced parents exercise less control over their children and the negative impact is most noticeable on the preschool children, because they tend to be emotionally unstable. Reynold, Maverogenes, Bezruczko & Hagemann (1996), pointed out that marriage is a bond that introduces two families to another and unites them and even the clans. Once the full contact of marriage is broken, it creates a great scar in the families concerned and has traumatic effects on the behaviours and academic performance of their children.…”

Le jugement des enseignants sur la préparation scolaire des enfants à la maternelle durant les années 1990 et 2000

“…Ces travaux ont montré que la pauvreté matérielle, l'origine culturelle, la monoparentalité et la faible scolarité des parents sont reliées, de manière négative, à plusieurs indicateurs sur le développement des enfants (Bornstein et Bradley, 2003 ;Reynolds, Mavrogenes, Bezruczko et Hagemann, 1996). D'autres chercheurs ont comparé les compétences scolaires, cognitives et sociales des enfants à la maternelle en fonction du genre et de l'âge des enfants (Mathew, Ponitz et Morrison, 2009 ;McClelland, Morrison et Holmes, 2000 ;Ready, LoGerfo, Burkam et Lee, 2005).…”

“…Ces résultats ne sont pas surprenants et ils tendent à corroborer les conclusions de recherches similaires (Bornstein et Bradley, 2003 ;Reynolds et al, 1996). Par contre, si on considère simultanément les facteurs personnels, familiaux et scolaires reliés au jugement des enseignants sur la préparation scolaire, l'indice socioéconomique de l'école n'apparaît pas comme une variable importante comparativement à celle de la scolarité de la mère.…”

Early childhood to young adulthood: An introduction to the special issue

“…The comprehensive services include (a) attending to children’s nutritional and health needs (i.e., free breakfasts and lunches and health screening), (b) coordinated adult supervision, including a CPC head teacher, parent resource teacher, school-community representative, and a teacher aide for each class, (c) funds for centralized in-service teacher training in child development as well as instructional supplies, and (d) emphasis on reading readiness through reduced class size, reading and writing activities in the learning center, and reinforcement and feedback (Reynolds et al, 2002; Reynolds et al 1996). …”