Social-Emotional Effects of Early Childhood Education Programs in Tulsa

被引：88

作者：

Gormley, William T., Jr. ^{[1
]}

Phillips, Deborah A. ^{[1
]}

Newmark, Katie

Welti, Kate

Adelstein, Shirley ^{[1
]}

机构：

[1] Georgetown Univ, Washington, DC 20057 USA

来源：

CHILD DEVELOPMENT | 2011年 / 82卷 / 06期

关键词：

SCHOOL READINESS; BEHAVIORAL-ADJUSTMENT; PROPENSITY SCORE; MULTIPLE IMPUTATION; PRE-K; PRESCHOOL; KINDERGARTEN; CHILDREN; OUTCOMES; CARE;

D O I：

10.1111/j.1467-8624.2011.01648.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This article assesses the effects of Tulsa, Oklahomas early childhood education programs on social-emotional outcomes, examining teacher ratings of childrens behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.

引用

页码：2095 / 2109

页数：15

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