Variation in impacts of Tulsa pre-K on cognitive development in kindergarten: The role of instructional support.
Dev Psychol
; 52(12): 2145-2158, 2016 12.
Article
em En
| MEDLINE
| ID: mdl-27893250
ABSTRACT
Public prekindergarten (pre-K) programs have been a recent focus of policy and research attention, in part because of their empirically documented, positive short-term impacts on child cognitive development and school readiness. However, no studies have explored factors that might explain variation across schools in public pre-K impacts. The current study examines the Tulsa Public School pre-K program's impacts on children's letter-word identification, spelling, and applied problem-solving skills at kindergarten entry. Findings reveal substantial across-school variation in treatment impacts, associated with variation in instructional support. Results are robust to sensitivity checks and are discussed alongside implications for policy and future research. (PsycINFO Database Record
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Bases de dados:
MEDLINE
Assunto principal:
Desenvolvimento Infantil
/
Cognição
/
Intervenção Educacional Precoce
/
Condicionamento Operante
/
Idioma
Tipo de estudo:
Observational_studies
/
Prognostic_studies
/
Risk_factors_studies
Limite:
Child, preschool
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
Dev Psychol
Ano de publicação:
2016
Tipo de documento:
Article