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Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school.

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Title: Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school.
Authors: Oppermann, Elisa1 (AUTHOR) elisa.oppermann@uni-bamberg.de, Lehrl, Simone2 (AUTHOR), Burghardt, Lars1 (AUTHOR)
Source: Early Childhood Research Quarterly. 2023 2nd Quarter, Vol. 63, p133-144. 12p.
Subject Terms: *Preschool children, *Child development, *Elementary schools, *Emotion regulation, Germans, Prosocial behavior
Abstract: • The study examined associations between preschool quality and children's social-emotional development. • Results showed that associations were moderated by children's gender. • Higher quality was associated with better social-emotional development for boys only. • Results underline the relevance of individual characteristics for preschool quality research. The study investigates the longitudinal associations between preschool quality and children's social-emotional development from preschool until second grade of elementary school. Data stems from 554 German children (48% female, 85% German ethnic background). Children's social-emotional skills (emotional self-regulation, aggressiveness, and prosocial behavior) were assessed at age 3.7 years and again at the age of 8.3 years. Results revealed that associations between preschool quality and children's social-emotional development depended on children's gender: Higher quality was associated with better social-emotional development for boys but not for girls. Boys attending higher quality preschools caught up with girls in their social-emotional skills by 2nd grade, whereas boys attending low(er) quality preschools did not. This gendered pattern of results was robust across the two observational measures of preschool quality and across three social-emotional outcomes. Results underline the importance of considering individual child characteristics in preschool quality research. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 161693689
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school.
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  Data: <searchLink fieldCode="AR" term="%22Oppermann%2C+Elisa%22">Oppermann, Elisa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> elisa.oppermann@uni-bamberg.de</i><br /><searchLink fieldCode="AR" term="%22Lehrl%2C+Simone%22">Lehrl, Simone</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Burghardt%2C+Lars%22">Burghardt, Lars</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Research+Quarterly%22">Early Childhood Research Quarterly</searchLink>. 2023 2nd Quarter, Vol. 63, p133-144. 12p.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br /><searchLink fieldCode="DE" term="%22Germans%22">Germans</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+behavior%22">Prosocial behavior</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: • The study examined associations between preschool quality and children's social-emotional development. • Results showed that associations were moderated by children's gender. • Higher quality was associated with better social-emotional development for boys only. • Results underline the relevance of individual characteristics for preschool quality research. The study investigates the longitudinal associations between preschool quality and children's social-emotional development from preschool until second grade of elementary school. Data stems from 554 German children (48% female, 85% German ethnic background). Children's social-emotional skills (emotional self-regulation, aggressiveness, and prosocial behavior) were assessed at age 3.7 years and again at the age of 8.3 years. Results revealed that associations between preschool quality and children's social-emotional development depended on children's gender: Higher quality was associated with better social-emotional development for boys but not for girls. Boys attending higher quality preschools caught up with girls in their social-emotional skills by 2nd grade, whereas boys attending low(er) quality preschools did not. This gendered pattern of results was robust across the two observational measures of preschool quality and across three social-emotional outcomes. Results underline the importance of considering individual child characteristics in preschool quality research. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Early Childhood Research Quarterly is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=161693689
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      – Type: doi
        Value: 10.1016/j.ecresq.2022.12.002
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      – Code: eng
        Text: English
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        PageCount: 12
        StartPage: 133
    Subjects:
      – SubjectFull: Preschool children
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Emotion regulation
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      – SubjectFull: Germans
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      – SubjectFull: Prosocial behavior
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      – TitleFull: Associations between preschool quality and children's social-emotional development until 2nd grade of elementary school.
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            NameFull: Oppermann, Elisa
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            NameFull: Lehrl, Simone
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            NameFull: Burghardt, Lars
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            – D: 01
              M: 04
              Text: 2023 2nd Quarter
              Type: published
              Y: 2023
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              Value: 63
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