Abstract
Abstract There is evidence that Early Childhood Education positively contributes to optimal performance in Elementary School, but there are few studies about its infl uence on socio-behavioral variables. This study aimed to explore the association between duration of Early Childhood Education attendance (one or two years) and developmental outcomes in the 3rd grade. A total of 151 students from public schools participated in the study and their academic performance, social skills, externalizing behavior and stress symptoms were assessed. Data analysis comprised group comparison and regression with control of socioeconomic background. The results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms. Duration of Early Childhood Education attendance was a significant positive predictor for achievement and a negative one for stress in the 3rd grade. We discuss the quality of Early Childhood Education and its influence on the variables assessed and point to the need for a systematic replication study to assess the generalization of the results.
Highlights
IntroductionThe results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms
In the predictive model of academic performance, the variables comprising the first block account for the variation of 16% obtained in the 3rd grade, of which gender and SEB are significant, the latter with a higher regression coefficient (β = 0.318)
This study was motivated by the following question: would longer Early Childhood Education (ECE) attendance be a predictor of better school adaptation in elementary school based on academic and socioemotional indicators? The aim of this study was to verify if duration of early childhood education attendance would be associated with indicators of academic performance, social skills, externalizing behavior problems and stress symptoms in the 3rd grade
Summary
The results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms. Duration of Early Childhood Education attendance was a significant positive predictor for achievement and a negative one for stress in the 3rd grade. Crianças com um ano a mais de permanência na Educação Infantil apresentaram melhor desempenho e menos sintomas de estresse. O tempo na Educação Infantil foi preditor significativo positivo para o desempenho e negativo para o estresse no 3o ano do Ensino Fundamental. With the universalization of access to Early Childhood Education (ECE), starting at the age of four, the Brazilian children will spend at least one quarter of their awake time at school in contact with educators and peers of the same age, and this occurs during accelerated psychobiological development.
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