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A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes.

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Title: A deeper dive, a wider pool: Preschool benefits sustain to first grade on a broader set of outcomes.
Authors: Johnson, Anna D. (AUTHOR), Partika, Anne (AUTHOR), Martin, Anne (AUTHOR), Horm, Diane (AUTHOR), Phillips, Deborah A. (AUTHOR)
Source: Child Development. Sep2023, Vol. 94 Issue 5, p1298-1318. 21p. 4 Charts.
Subjects: Preschool education, Literacy, Language acquisition, Executive function, Mathematical ability in children, School children
Abstract: The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills—both academic and executive functioning (EF)—than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first‐grade (2020–2021) based on whether they had attended public preschool (school‐based pre‐k; Head Start) versus no preschool. In our race‐ethnically diverse sample of children (48% Hispanic/Latinx; 21% Black; 14% White; 9% Native American; 9% multiracial) from low‐income families, preschool attenders showed advantages on English literacy, English language, and math in kindergarten, which mostly persisted into first‐grade. Preschool did not boost EF in kindergarten or first‐grade. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell 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: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Sep2023, Vol. 94 Issue 5, p1298-1318. 21p. 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br /><searchLink fieldCode="DE" term="%22Executive+function%22">Executive function</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+ability+in+children%22">Mathematical ability in children</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink>
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  Label: Abstract
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  Data: The current study provides new evidence on the sustained benefits of preschool attendance on a broader range of skills—both academic and executive functioning (EF)—than many prior studies have examined. Using propensity score methods, we predicted children's (N = 920, M age at 1st = 6.5 years) literacy, language, math, and EF skills in kindergarten and again at first‐grade (2020–2021) based on whether they had attended public preschool (school‐based pre‐k; Head Start) versus no preschool. In our race‐ethnically diverse sample of children (48% Hispanic/Latinx; 21% Black; 14% White; 9% Native American; 9% multiracial) from low‐income families, preschool attenders showed advantages on English literacy, English language, and math in kindergarten, which mostly persisted into first‐grade. Preschool did not boost EF in kindergarten or first‐grade. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell 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.)
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        Value: 10.1111/cdev.13928
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      – Code: eng
        Text: English
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        PageCount: 21
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        Type: general
      – SubjectFull: Literacy
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      – SubjectFull: Language acquisition
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      – SubjectFull: Executive function
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      – SubjectFull: Mathematical ability in children
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      – SubjectFull: School children
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              M: 09
              Text: Sep2023
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