View in EDS HTML Full Text PDF Full Text

Links between Duration of Early Childhood Education Participation and School Readiness Domains: A Study with Malaysian Public Preschool Children.

Saved in:
Bibliographic Details
Title: Links between Duration of Early Childhood Education Participation and School Readiness Domains: A Study with Malaysian Public Preschool Children.
Authors: Kong, Kimberley1 (AUTHOR) kimberley.kong@usm.my, Heng, Jean Anne2 (AUTHOR), Tan, Shi Ting1 (AUTHOR), Shafee, Azyan1 (AUTHOR), Cheah, Alexandra1 (AUTHOR)
Source: Early Childhood Education Journal. Oct2025, Vol. 53 Issue 7, p2477-2488. 12p.
Subject Terms: *Early childhood education, *Readiness for school, *Cognitive development, *Education policy, *Social development, *Literacy, Malays (Asian people), Poor families
Abstract: This study examined factors associated with four domains of school readiness among 170 preschoolers from low-income families in seven Malaysian public preschools. Direct assessments of preschool children's performance on a battery of tasks indicated proficient levels of readiness in approaches to learning, language and emergent literacy, and socioemotional development. Relative to other domains, children demonstrated lower levels of readiness and greater variability in cognitive development. Using a multi-level modelling approach, the duration of Early Childhood Education (ECE) participation was positively associated with improvements in language and emergent literacy while controlling for child and other contextual factors. However, duration of ECE participation correlated negatively with socioemotional development. Additionally, household wealth was a significant predictor of better academic outcomes in language, literacy, and cognitive development. This study underscores the importance of nuanced educational policies that address the duration and quality of ECE and the socioeconomic disparities that affect school readiness to ensure comprehensive developmental support for Malaysian preschoolers from low-income families. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 187863972
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Links between Duration of Early Childhood Education Participation and School Readiness Domains: A Study with Malaysian Public Preschool Children.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kong%2C+Kimberley%22">Kong, Kimberley</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> kimberley.kong@usm.my</i><br /><searchLink fieldCode="AR" term="%22Heng%2C+Jean+Anne%22">Heng, Jean Anne</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tan%2C+Shi+Ting%22">Tan, Shi Ting</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Shafee%2C+Azyan%22">Shafee, Azyan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cheah%2C+Alexandra%22">Cheah, Alexandra</searchLink><relatesTo>1</relatesTo> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Oct2025, Vol. 53 Issue 7, p2477-2488. 12p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+development%22">Cognitive development</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+development%22">Social development</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Malays+%28Asian+people%29%22">Malays (Asian people)</searchLink><br /><searchLink fieldCode="DE" term="%22Poor+families%22">Poor families</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study examined factors associated with four domains of school readiness among 170 preschoolers from low-income families in seven Malaysian public preschools. Direct assessments of preschool children's performance on a battery of tasks indicated proficient levels of readiness in approaches to learning, language and emergent literacy, and socioemotional development. Relative to other domains, children demonstrated lower levels of readiness and greater variability in cognitive development. Using a multi-level modelling approach, the duration of Early Childhood Education (ECE) participation was positively associated with improvements in language and emergent literacy while controlling for child and other contextual factors. However, duration of ECE participation correlated negatively with socioemotional development. Additionally, household wealth was a significant predictor of better academic outcomes in language, literacy, and cognitive development. This study underscores the importance of nuanced educational policies that address the duration and quality of ECE and the socioeconomic disparities that affect school readiness to ensure comprehensive developmental support for Malaysian preschoolers from low-income families. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature 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=187863972
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10643-024-01757-y
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 2477
    Subjects:
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Readiness for school
        Type: general
      – SubjectFull: Cognitive development
        Type: general
      – SubjectFull: Education policy
        Type: general
      – SubjectFull: Social development
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Malays (Asian people)
        Type: general
      – SubjectFull: Poor families
        Type: general
    Titles:
      – TitleFull: Links between Duration of Early Childhood Education Participation and School Readiness Domains: A Study with Malaysian Public Preschool Children.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kong, Kimberley
      – PersonEntity:
          Name:
            NameFull: Heng, Jean Anne
      – PersonEntity:
          Name:
            NameFull: Tan, Shi Ting
      – PersonEntity:
          Name:
            NameFull: Shafee, Azyan
      – PersonEntity:
          Name:
            NameFull: Cheah, Alexandra
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 10823301
          Numbering:
            – Type: volume
              Value: 53
            – Type: issue
              Value: 7
          Titles:
            – TitleFull: Early Childhood Education Journal
              Type: main
ResultId 1