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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 0000-0003-1753-4319), Qing Zhang (ORCID 0000-0002-2967-6069), Jade Marcus Jenkins (ORCID 0000-0002-2000-3087), Tyler W. Watts (ORCID 0000-0002-2741-0873)
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
FullText Text:
  Availability: 0
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  Data: Do Preschool Peers Create a Sustaining Environment in Kindergarten? Evidence from the ECLS-K:2011
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  Data: <searchLink fieldCode="AR" term="%22Zhiling+Meng+Shea%22">Zhiling Meng Shea</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1753-4319">0000-0003-1753-4319</externalLink>)<br /><searchLink fieldCode="AR" term="%22Qing+Zhang%22">Qing Zhang</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2967-6069">0000-0002-2967-6069</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jade+Marcus+Jenkins%22">Jade Marcus Jenkins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2000-3087">0000-0002-2000-3087</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tyler+W%2E+Watts%22">Tyler W. Watts</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2741-0873">0000-0002-2741-0873</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2025 11(1).
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  Data: 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
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  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)<br />National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: 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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  Data: EJ1494760
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Surveys
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Early Childhood Education
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Student Promotion
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      – SubjectFull: Class Size
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      – SubjectFull: Attendance
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      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Cohort Analysis
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Early Childhood Longitudinal Survey
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    Titles:
      – TitleFull: Do Preschool Peers Create a Sustaining Environment in Kindergarten? Evidence from the ECLS-K:2011
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              Y: 2025
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