维持环境的假设可以维持吗? 通过幼儿园课堂质量测试持续公共学前教育福利的适度
Anna D Johnson1, Anna M Wright1, Anna Martin1
1Department of Psychology, Georgetown University.
Early childhood research quarterly
|March 17, 2025
概括
公立学前教育的出席率显示了低收入学生的持续学术收益,这在很大程度上独立于幼儿园的课堂质量. 这表明,无论后来的学习环境如何,早期教育的优势仍然存在.
科学领域:
- 幼儿教育 儿童早期教育
- 发展心理学 发展心理学
- 教育政策的教育政策.
背景情况:
- 关于像Head Start这样的公立学前教育计划是否能提供持久的学术优势,存在不同的证据.
- 这是一个很棒的节目,这是一个很棒的节目.
- 维护环境,维持环境.
- 这一假设表明,幼儿园的质量对于维持学龄前成绩至关重要.
- 之前的研究往往只关注教学质量,结果为零.
研究的目的:
- 调查幼儿园课堂质量 (教学,自我调节,关系) 是否会缓和公立学前教育的影响.
- 为了测试该测试器.
- 维护环境,维持环境.
- 这是一个使用更广泛的课堂质量定义的假设.
- 为了检查公立幼儿园对塔尔萨低收入学生的长期影响,OK.
主要方法:
- 分析来自塔尔萨,俄克拉多州低收入学生多样样样样本的数据.
- 通过幼儿园的教学,自我调节和教师与儿童的关系质量来测试学前教育影响的适度.
- 对比了幼儿园学生与非幼儿园学生的结果.
主要成果:
- 幼儿园出勤与积极的第一年级成绩有着强烈的关联.
- 这些关联与幼儿园教学,自我调节或关系环境的质量没有显著差异.
- 这些发现挑战了强硬版本的研究结果.
- 维护环境,维持环境.
- 一个假设. 假设.
结论:
- 公立学前教育似乎提供了持续到一年级的好处,无论幼儿园的课堂质量如何.
- 未来的研究应该探索幼儿园环境的学期间变化以及影响长期学前教育影响的其他因素.
- 该研究强调了公立幼儿园对弱势学生的重要性,即使后续环境不是最优质的.
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