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Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children
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Examining three hypotheses for pre-kindergarten fade-out
Margaret Burchinal1, Tiffany Foster2, Kylie Garber3
1Department of Leadership, Foundation, and Policy, School of Education and Human Development, University of Virginia.
Developmental Psychology
|January 10, 2022
Summary
Early academic gains from pre-kindergarten (Pre-K) often fade. This study suggests the "trifecta skills" hypothesis explains this fade-out, as Pre-K children maintained higher language and executive function (EF) skills.
Area of Science:
- * Developmental Psychology
- * Early Childhood Education
- * Educational Psychology
Background:
- * Pre-kindergarten (Pre-K) programs enhance early academic skills, but these benefits frequently diminish upon entering elementary school, a phenomenon known as
Purpose of the Study:
- * To investigate the
Main Methods:
- * Longitudinal assessment of 455 Pre-K attendees and 246 non-attendees across kindergarten, measuring academic, language, executive function (EF), and social skills.
- * Classroom quality was assessed. Propensity score weighting balanced demographic characteristics between groups.
- * Hierarchical linear models analyzed skill trajectories and fade-out effects.
Main Results:
- * Pre-K attendees initially showed higher language, academic, and EF skills, but academic gains significantly declined.
- * By the end of kindergarten, Pre-K attendees maintained slightly higher language and EF skills compared to non-attendees.
- * Results supported the
Conclusions:
- * The
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