View in EDS HTML Full Text PDF Full Text

Does entering early childhood education as a toddler benefit language and social development until age seven? A propensity score analysis.

Saved in:
Bibliographic Details
Title: Does entering early childhood education as a toddler benefit language and social development until age seven? A propensity score analysis.
Authors: Willard, Jessica A. (AUTHOR), Burghardt, Lars (AUTHOR), Kohl, Katharina (AUTHOR), Anders, Yvonne (AUTHOR)
Source: Applied Developmental Science. 2026, Vol. 30 Issue 1, p88-111. 24p.
Subjects: Early childhood education, Children's language, Social development, Educational outcomes, Peer relations, Language ability, Bilingual students
Abstract: Is entering into early childhood education (ECE) at a young age a resource or risk for language and social development? For the German National Education Panel Study – Newborn Cohort (analytical n = 2296), we balanced 23 covariates taken in infancy with inverse probability of treatment weighting (IPTW) and modeled relations between ECE entry age (very early entry <24, early entry 24-35, later entry >35 months) and societal language and social development age three to seven. Very early entry predicted larger vocabulary for dual language learners (DLLs) and children of less educated parents until first grade, implying "buffering effects." Early entry also predicted vocabulary advantages in first grade. Very early and early entry predicted fewer peer problems until first grade. Very early entry predicted more prosocial behavior for monolinguals, but less for DLLs in first grade. Robustness checks suggested several of these advantages emerge only in diverse populations and revealed disadvantages implying "lost resources." [ABSTRACT FROM AUTHOR]
Copyright of Applied Developmental Science is the property of Taylor & Francis Ltd 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 190647943
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Does entering early childhood education as a toddler benefit language and social development until age seven? A propensity score analysis.
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Willard%2C+Jessica+A%2E%22&quot;&gt;Willard, Jessica A.&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Burghardt%2C+Lars%22&quot;&gt;Burghardt, Lars&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Kohl%2C+Katharina%22&quot;&gt;Kohl, Katharina&lt;/searchLink&gt; (AUTHOR)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Anders%2C+Yvonne%22&quot;&gt;Anders, Yvonne&lt;/searchLink&gt; (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Applied+Developmental+Science%22&quot;&gt;Applied Developmental Science&lt;/searchLink&gt;. 2026, Vol. 30 Issue 1, p88-111. 24p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Early+childhood+education%22&quot;&gt;Early childhood education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Children&#39;s+language%22&quot;&gt;Children&#39;s language&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Social+development%22&quot;&gt;Social development&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Educational+outcomes%22&quot;&gt;Educational outcomes&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Peer+relations%22&quot;&gt;Peer relations&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Language+ability%22&quot;&gt;Language ability&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Bilingual+students%22&quot;&gt;Bilingual students&lt;/searchLink&gt;
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Is entering into early childhood education (ECE) at a young age a resource or risk for language and social development? For the German National Education Panel Study – Newborn Cohort (analytical n = 2296), we balanced 23 covariates taken in infancy with inverse probability of treatment weighting (IPTW) and modeled relations between ECE entry age (very early entry &lt;24, early entry 24-35, later entry &gt;35 months) and societal language and social development age three to seven. Very early entry predicted larger vocabulary for dual language learners (DLLs) and children of less educated parents until first grade, implying &quot;buffering effects.&quot; Early entry also predicted vocabulary advantages in first grade. Very early and early entry predicted fewer peer problems until first grade. Very early entry predicted more prosocial behavior for monolinguals, but less for DLLs in first grade. Robustness checks suggested several of these advantages emerge only in diverse populations and revealed disadvantages implying &quot;lost resources.&quot; [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: &lt;i&gt;Copyright of Applied Developmental Science is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;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.&lt;/i&gt; (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=190647943
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10888691.2024.2382122
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 88
    Subjects:
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Children's language
        Type: general
      – SubjectFull: Social development
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Peer relations
        Type: general
      – SubjectFull: Language ability
        Type: general
      – SubjectFull: Bilingual students
        Type: general
    Titles:
      – TitleFull: Does entering early childhood education as a toddler benefit language and social development until age seven? A propensity score analysis.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Willard, Jessica A.
      – PersonEntity:
          Name:
            NameFull: Burghardt, Lars
      – PersonEntity:
          Name:
            NameFull: Kohl, Katharina
      – PersonEntity:
          Name:
            NameFull: Anders, Yvonne
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: 2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 10888691
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Applied Developmental Science
              Type: main
ResultId 1