Do Preschool Peers Create a Sustaining Environment in Kindergarten? Evidence from the ECLS-K:2011
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| Title: | Do Preschool Peers Create a Sustaining Environment in Kindergarten? Evidence from the ECLS-K:2011 |
|---|---|
| Language: | English |
| Authors: | Zhiling Meng Shea (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH) National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1R01HD09593001A1 1749275 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Longitudinal Studies, Surveys, Preschool Children, Early Childhood Education, Kindergarten, Young Children, Student Promotion, Class Size, Attendance, Peer Relationship, Cohort Analysis, Teacher Attitudes, Academic Achievement |
| Assessment and Survey Identifiers: | Early Childhood Longitudinal Survey |
| ISSN: | 2332-8584 |
| Abstract: | Using the Early Childhood Longitudinal Study -- Kindergarten Cohort 2011, we examine (i) whether more preschool attendees in a kindergarten classroom relate to higher academic and social skills for children who did not go to preschool, (ii) whether more preschool attendees in the classroom moderate the benefits of preschool attendance (child N = 11,360; class N = 2,460; 67% White; 51% males; M[subscript age] = 5.6 years), and (iii) whether more preschool attendees in the classroom relate to teachers' perceptions of children's skills and their instructional content. In contrast to prior analyses using the 1998 cohort of the ECLS-K, we found no evidence of an association between the classroom percentage of preschool-attending peers and children's academic, executive function, and behavioral and prosocial skills. However, we found that the percentage of preschool peers was associated with teachers' perceptions of children's reading skills and teachers' instructional time spent on advanced reading content. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494760 |
| Database: | ERIC |
| Abstract: | Using the Early Childhood Longitudinal Study -- Kindergarten Cohort 2011, we examine (i) whether more preschool attendees in a kindergarten classroom relate to higher academic and social skills for children who did not go to preschool, (ii) whether more preschool attendees in the classroom moderate the benefits of preschool attendance (child N = 11,360; class N = 2,460; 67% White; 51% males; M[subscript age] = 5.6 years), and (iii) whether more preschool attendees in the classroom relate to teachers' perceptions of children's skills and their instructional content. In contrast to prior analyses using the 1998 cohort of the ECLS-K, we found no evidence of an association between the classroom percentage of preschool-attending peers and children's academic, executive function, and behavioral and prosocial skills. However, we found that the percentage of preschool peers was associated with teachers' perceptions of children's reading skills and teachers' instructional time spent on advanced reading content. |
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| ISSN: | 2332-8584 |
