The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children

Moore, Julia E.; Cooper, Brittany Rhoades; Domitrovich, Celene E.; Morgan, Nicole R.; Cleveland, Michael J.; Shah, Harshini; Jacobson, Linda; Greenberg, Mark T.

doi:10.1016/j.ecresq.2015.03.004

Cited by 36 publications

(30 citation statements)

References 64 publications

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“…Methodological challenges also abound. Lack of adequate group equivalence through strong matched-pair designs has been a known concern (Maloffeva et al 2007) with some recent studies responding to the call to employ robust matching methods (Hill et al 2015;Moore et al 2015). Studies matching groups on demographic covariates alone are critiqued for lacking baseline achievement variables .…”

Section: The Longitudinal Effect Of Pre-k Attendancementioning

confidence: 99%

The effects of public pre-kindergarten attendance on first grade literacy achievement: a district study

Haslip

2018

ICEP

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Section: The Longitudinal Effect Of Pre-k Attendancementioning

confidence: 99%

The effects of public pre-kindergarten attendance on first grade literacy achievement: a district study

Haslip

2018

ICEP

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“…Number of years in preschool has been previously found to relate to positive academic (Domitrovich et al, 2013;Youn, 2016a) and behavioral outcomes (J. E. Moore et al, 2015;Wen et al, 2012;Youn, 2016b). However, more hours a week in pre-school have been previously found to relate to classroom behavior problems (Huston et al, 2015;McCartney et al, 2010;NICHD Early Child Care Research Network, 2004).…”

Section: Hypothesismentioning

confidence: 99%

“…Research has shown that students who attend two years of preschool have significantly stronger literacy and numeracy skills (Domitrovich et al, 2013;Reynolds, 1995;Wen, Leow, Hahs-Vaughn, Korfmacher, & Marcus, 2012;Youn, 2016a), and socioemotional outcomes (Moore et al, 2015;Wen et al, 2012;Youn, 2016b) that those who attend only one year. Whereas, some studies have found negative effects of starting preschool earlier on socioemotional outcomes (Loeb, Bridges, Bassok, Fuller, & Rumberger, 2007;McCartney et al, 2010), and effects tend to fade out in time (Reynolds, 1995).…”

Section: A Dosage Of Early Childhood Education Experiences and Chimentioning

confidence: 99%

“…More recent studies, however, have found evidence of positive associations between an additional year of HS and child academic (Domitrovich et al, 2013;Youn, 2016a) and socioemotional outcomes by kindergarten (J. E. Moore et al, 2015;Wen et al, 2012;Youn, 2016b). Youn, M., (2016), for instance, examined the impact of Head Start duration on children's language and mathematics skills, using the Family and Children Experiences Survey (FACES, 2009).…”

Section: C Two Versus One Year Of Head Start and Child Outcomesmentioning

confidence: 99%

“…A set of studies, for example, have found that more hours a week in preschool can have adverse effects in a range of socioemotional outcomes that are related to self-regulation (Huston, Bobbitt, & Bentley, 2015;Loeb, Bridges, Bassok, Fuller, & Rumberger, 2007;McCartney et al, 2010;Skibbe, Connor, Morrison, & Jewkes, 2011). While research examining the number of years that children attend preschool, has found mostly positive relations to child academic and socioemotional outcomes (Moore et al, 2015;Wen, Leow, Hahs-Vaughn, Korfmacher, & Marcus, 2012;Youn, 2016a). These studies nonetheless have not examined the relation between number of years and/or number of hours as week in pre-school, and self-regulatory skills directly.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Dosage and Quality of Head Start Experiences in the Development of Self-Regulation

Hurtado¹

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The present study examined how dosage and quality of preschool experiences in Head Start (HS) are associated with cognitive and behavioral self-regulation skills in kindergarten. The study included 2,383 children from the Head Start Family and Children Experiences Survey (2009). Using multiple regression (OLS), with multiple imputation methods to address missing data, and propensity score matching to address selection bias, this study examined how the number of hours a week in HS, absenteeism, and number of years (starting at 3-years of age versus at 4-years of age) was related to self-regulation.The study also examined how the quality of classroom experiences, conceptualized as domain-general and domain-specific aspects of teacher-child interactions, was related to self-regulation; and how the quality of teacher-child interactions moderated the relation between dosage and self-regulation. There we two main findings. First, an additional year in HS was the only form of dosage that was significantly associated to self-regulation in kindergarten. Children that attended one more year of HS scored 0.30 points higher on the cognitive self-regulation measure and were scored 0.32 standard deviations higher in behavioral self-regulation, as reported their teachers in kindergarten. Second, quality of domain-general of teacher-child interactions (Responsive Teaching) moderated the relation between hours a week in HS and cognitive self-regulation. In other words, children who participated in classrooms with higher-quality of teacher-child interactions benefited the most from more hours a week in HS. Findings from this study contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to child development. Results support the importance of the investment in early childhood education amount and quality for the development of self-regulation.

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Children's Social Development within the Context of Early Childhood Education and Care Experiences

White¹,

Ganness²,

Perlman³

2022

The Wiley‐Blackwell Handbook of Childhood Social Development

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The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children

Cited by 36 publications

References 64 publications

The effects of public pre-kindergarten attendance on first grade literacy achievement: a district study

The effects of public pre-kindergarten attendance on first grade literacy achievement: a district study

The Role of Dosage and Quality of Head Start Experiences in the Development of Self-Regulation

Children's Social Development within the Context of Early Childhood Education and Care Experiences

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