Exploring the Influence of Early Childhood Education and Care on the Etiology of Achievement.
Behav Genet
; 50(6): 387-400, 2020 11.
Article
em En
| MEDLINE
| ID: mdl-32797343
ABSTRACT
The present study used a genetically-sensitive quantile regression approach to examine the relation between participation in early childhood education and care (ECEC) and subsequent school performance in literacy and numeracy at grades 3, 5, 7, and 9. The sample consisted of 1255 twin pairs (596 MZ; 659 DZ) with information on both ECEC and the National Assessment Program-Literacy and Numeracy (NAPLAN) scores from the Twin Study of NAPLAN. Results indicated variation in heritability estimates across the distributions of achievement, suggesting that different patterns of etiological influences may exist among children of different ability levels. Additionally, the results provided no evidence that ECEC significantly influenced achievement, and in the genetically-sensitive analyses, no evidence that ECEC moderated the influences of heritability of achievement for typically advantaged children. These results suggest that ECEC may not provide the levels of environmental support for later achievement that advocates claim, although we acknowledge that ECEC quality, which was not measured in the current study, may make a difference in whether or not ECEC influences achievement.
Palavras-chave
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Intervenção Educacional Precoce
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Alfabetização
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Sucesso Acadêmico
Tipo de estudo:
Etiology_studies
Limite:
Adolescent
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Child
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Child, preschool
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Female
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Humans
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Male
Idioma:
En
Ano de publicação:
2020
Tipo de documento:
Article