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Preschool Quality Effects on Learning Behavior and Later Achievement in Germany: Moderation by Socioeconomic Status
Author(s) -
Schmerse Daniel
Publication year - 2020
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.13357
Subject(s) - socioeconomic status , psychology , moderation , developmental psychology , german , longitudinal study , academic achievement , demography , social psychology , medicine , population , pathology , sociology , history , archaeology
This study investigates whether children’s preschool experiences are associated with later achievement via enhanced learning behaviors using data from a German longitudinal study following children ( N = 554) from age 3 in preschool to age 8 in second grade. There were two main findings. First, results suggest that more positive learning behaviors at school entry mediate effects of teacher–child interactions in preschool on second‐grade achievement. Second, these effects varied by parental socioeconomic status (SES) indicating that low‐SES children benefited the most. The findings highlight the role of preschool classroom environments in shaping the school readiness of children with socioeconomic risk factors.