Centre de recherche interuniversitaire sur la formation et la profession enseignante (CRIFPE)

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Publication

Rathbun, A. & Zhang, A. (2016). Primary Early Care and Education Arrangements and Achievement at Kindergarten Entry. Washington, DC. (U.S.A.) : National Center for Education Statistics, U.S. Department of Education.

Catégorie

Rapports

Résumé

After accounting for children’s sex, age at kindergarten entry, race/ethnicity, family type, primary home language, and SES, the following findings were observed:

• Fall kindergarten reading scores were lower, on average, for children who had no regular ECE arrangements the year before kindergarten and for those whose primary ECE arrangements were home-based relative care or nonrelative care than for children whose primary ECE arrangements were center-based care or multiple care arrangements for equal amounts of time (figure C, tables 1, A-4, and A-5).

• Fall kindergarten mathematics scores were lower, on average, for children who had no regular ECE arrangements the year before kindergarten than for children who attended any type of ECE arrangement (figure 6, table 1). In addition, children who were primarily in home-based relative care also scored lower in mathematics than children who were primarily in home-based nonrelative care, center-based care, or multiple care arrangements for equal amounts of time (table A-4).

• Fall kindergarten cognitive flexibility scores were lower, on average, for children who had no regular ECE arrangements the year before kindergarten and for those whose primary arrangements were home-based relative care than for children who primarily attended center-based care (figure 7, tables 1 and A-4). In addition, children who had no regular ECE arrangements also scored lower in cognitive flexibility than children who were primarily in multiple care arrangements for equal amounts of time. To measure cognitive flexibility, a component of executive functioning, children were administered the Dimensional Change Card Sort (DCCS), in which they were asked to sort a series of cards into one of two trays according to different rules (e.g., by color, by shape).

• Fall kindergarten approaches to learning ratings were lower, on average, for children who had no regular ECE arrangements the year before kindergarten than for those who were primarily in home-based nonrelative care, center-based care, or multiple care arrangements for equal amounts of time (figure 8, table 1). For the approaches to learning measure, teachers reported on how students rated in seven areas: attentiveness, task persistence, eagerness to learn, learning independence, flexibility, organization, and ability to follow classroom rules, with higher scores indicating that a child exhibits positive learning behaviors more often.

Lien

http://nces.ed.gov/pubs2016/2016070.pdf
Logos des universités associées au CRIFPE

Adresse civique

Université de Montréal
Faculté des Sciences de l'Éducation
CRIFPE
90, avenue Vincent d'Indy
Pavillon Marie-Victorin – C-536
Outremont (Québec) H2V 2S9

Adresse postale

Université de Montréal
Faculté des Sciences de l'Éducation
CRIFPE – C-543
C.P. 6128, succursale Centre-ville
Montréal (Québec) H3C 3J7