Examining three hypotheses for pre-kindergarten fade-out.

Burchinal, Margaret; Foster, Tiffany; Garber, Kylie; Cohen‐Vogel, Lora; Bratsch‐Hines, Mary; Peisner-Feinberg, Ellen

doi:10.1037/dev0001302

Cited by 23 publications

(19 citation statements)

References 56 publications

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“…Indeed several of the strongest associations reflected delayed effects that would not have been identified in shorter-term longitudinal research. The longevity and magnitude of the effects observed in this research equaled or surpassed those achieved by many better-resourced generic preschool education programs in high-income countries (e.g., Li et al, 2020;Burchinal et al, 2022). Longitudinal changes in the strength of association between the dose of preschool education received by children from families with lower and higher wealth and their receptive vocabulary, numeracy/mathematics and life satisfaction scores after controlling for individual differences in child age.…”

Section: Benefits Associated With Preschool Attendancesupporting

confidence: 48%

“…Moreover, even in high-income countries, many studies report that most of the differences between children who have and have not attended preschool have disappeared after only 1 or 2 years of schooling (e.g., Puma et al, 2012 ; Bassok et al, 2015 ; Li et al, 2020 ; Burchinal et al, 2022 ). The strength and pace of this “fade-out” phenomenon ( Abenavoli, 2019 ) is not uniform.…”

Section: Introductionmentioning

confidence: 99%

“…It differs across outcomes ( Magnuson et al, 2007 ; Li et al, 2020 ) and students’ backgrounds (e.g., poverty: Magnuson et al, 2007 ). Most attempts to identify the factors that contribute to, and limit, the fade-out of benefits from preschool education in high-income countries focus on process factors (e.g., Vitiello et al, 2020 ; Burchinal et al, 2022 ) or on dose and delay (e.g., Reynolds et al, 2011 ; Li et al, 2020 ). For example, Burchinal et al (2022) concluded that fade-out is influenced by the types of skills on which the preschool curriculum focuses.…”

Section: Introductionmentioning

confidence: 99%

“…Most attempts to identify the factors that contribute to, and limit, the fade-out of benefits from preschool education in high-income countries focus on process factors (e.g., Vitiello et al, 2020 ; Burchinal et al, 2022 ) or on dose and delay (e.g., Reynolds et al, 2011 ; Li et al, 2020 ). For example, Burchinal et al (2022) concluded that fade-out is influenced by the types of skills on which the preschool curriculum focuses. In contrast, Li et al (2020) found that fade-out was influenced by the age at which children started preschool, the duration of their preschool program, and the time between the end of preschool and the assessment of outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Persistence and fading of the cognitive and socio-emotional benefits of preschool education in a low-resource setting: Group differences and dose-dependent associations in longitudinal data from Vietnam

Dinh

Robinson²

2023

Front. Psychol.

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IntroductionFour analytic approaches examined the effectiveness of preschool education in Vietnam, which provides a context in which national curricula and teaching standards for preschools and schools, high levels of preschool attendance, and fee subsidies for disadvantaged children, limit the heterogeneity in children’s experiences that often obscure the outcomes associated with preschool attendance.MethodsThe Young Lives Study provided longitudinal data on children’s receptive vocabulary, mathematics, and life satisfaction at 5, 8, 12, and 15 years of age, and on their self-concept and relationships at 12 and 15 years.ResultsThe first analysis found that children who attended preschool (n = 1,562 at 5 years of age) had larger vocabularies at 5, 8, 12, and 15 years, greater mathematics knowledge at 5, 8, and 12 years, and higher life satisfaction at 5 and 12 years of age than the small number of children who did not attend preschool (n = 164 at 5 years of age). The second, found that the dose of preschool education (hours per week × 4 × months) received by children who attended preschool was positively associated with their receptive vocabulary and mathematics scores at 5, 8, 12, and 15 years of age, and with their life satisfaction at 5 and 15 years of age. Although the magnitude of the effect for vocabulary declined over time, it remained stable for mathematics. The third analysis found that a high dose of preschool education allowed disadvantaged rural children to achieve comparable or better scores than their urban peers for receptive vocabulary at 8, 12, and 15 years, mathematics at 12 years, and life satisfaction at all ages. The final analysis found that even a low dose of preschool education improved rural children’s receptive vocabulary at 5, 8, and 15 years, and their numeracy/mathematics scores at 5, 8, and 12 years.DiscussionTogether, the results suggest that preschool attendance had a small but meaningful positive association with Vietnamese children’s cognitive skills and life satisfaction that persisted for at least 10 years. These findings provide insights into the scale, scope, and longevity of effects that can be achieved from scaled-up preschool programs under resource-constrained conditions.

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Section: Benefits Associated With Preschool Attendancesupporting

confidence: 48%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Persistence and fading of the cognitive and socio-emotional benefits of preschool education in a low-resource setting: Group differences and dose-dependent associations in longitudinal data from Vietnam

Dinh

Robinson²

2023

Front. Psychol.

View full text Add to dashboard Cite

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“…From the SSIS, we measured students' cooperation, engagement, self-control, externalizing behavior, and internalizing behavior (Gresham & Elliott, 2008). These constructs have demonstrated high levels of reliability and validity in other work with similar populations of young children and early childhood teachers (Ansari et al, 2021;Burchinal et al, 2022). Given the high correlations between the subscales for cooperation, engagement, and self-control (r = .82-.89), we combined these three subscales to create one overall composite score to describe students' positive social skills in both the fall (α = .92) and the spring (α = .94).…”

Section: Social-emotional Skills and Approaches To Learning From Teac...mentioning

confidence: 99%

Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?

Moffett¹,

Weissman²,

McCormick³

et al. 2023

Journal of Educational Psychology

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Pre-kindergarten (Pre-K) improves the school readiness of all children, but less is known about whether associations between enrollment in Pre-K and different indicators of social-emotional and executive functioning (EF) skills are sustained as children move into and across elementary school. The current study examines associations between enrollment in the Boston Public Schools (BPS) Pre-K program and children's (N = 508) social-emotional, approaches to learning, and EF skills at both the start and end of kindergarten. Results from multilevel regression models revealed that children who enrolled in BPS Pre-K started kindergarten with lower internalizing behaviors and higher levels of task orientation than their peers. These associations, however, were not sustained through the end of kindergarten. Instead, there were emerging associations between BPS Pre-K and two dimensions of EF-working memory and inhibitory controlat the end of the kindergarten year. The results were robust to different model specifications, including inverse probability of treatment weighting. Taken together, the results highlight the importance of examining links between high-quality Pre-K and different indicators of children's social-emotional and EF skills across time in order to provide a more complete picture of how Pre-K supports different types of skills across time. Educational Impact and Implications StatementWhile many studies of Pre-kindergarten (Pre-K) programs focus on academic outcomes, this study investigates nuances in Pre-K attenders' social-emotional and executive functioning (EF) skills at the beginning and end of kindergarten. We found that children who attended the high-quality Boston Public Schools Pre-K program entered kindergarten with lower internalizing behavior and higher academic engagement compared to their peers who attended other programs prior to kindergarten or no program at all. Interestingly, these associations were attenuated by the end of the kindergarten year, and a new gap in attenders' and nonattenders' EF skills emerged that was not present at the beginning of kindergarten. This highlights the importance of further study of Pre-K program impacts on children's nonacademic skills. It is possible that while kindergarten may "catch up" children in their social-emotional skill development, Pre-K may be particularly important for nurturing young children's EF skills.

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Pre‐K attendance and social development: The moderating role of kindergarten classroom experiences

Zimmermann

Yang

Purtell

2023

Infant and Child Development

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Although academic benefits of pre‐K are well established, the associations between pre‐K attendance and social and learning behaviours are less clear. Some research suggests that pre‐K attenders may enter and exit kindergarten exhibiting less optimal social and learning behaviours than their non‐attending peers, and little attention has been paid to how aspects of kindergarten experiences, like academic rigour, activity settings and teacher–student relationships, may contribute to these patterns of development. The current study addresses these gaps in knowledge by using nationally representative data from the ECLSK:2011 (n = 14,260) to examine the social and learning behaviours of pre‐K attenders and nonattenders at kindergarten entry and exit. Our results reveal that pre‐K attenders are not consistently underperforming their non‐attending peers on social and learning behaviours in kindergarten. However, teachers reported that pre‐K attenders exhibited more externalising behaviour problems at kindergarten entry and exit, and non‐attenders made greater gains in learning behaviours over the kindergarten year. We also found no evidence of moderation when examining our focal classroom experience variables.

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Examining three hypotheses for pre-kindergarten fade-out.

Cited by 23 publications

References 56 publications

Persistence and fading of the cognitive and socio-emotional benefits of preschool education in a low-resource setting: Group differences and dose-dependent associations in longitudinal data from Vietnam

Persistence and fading of the cognitive and socio-emotional benefits of preschool education in a low-resource setting: Group differences and dose-dependent associations in longitudinal data from Vietnam

Enrollment in Pre-K and children's social-emotional and executive functioning skills: To what extent are associations sustained across time?

Pre‐K attendance and social development: The moderating role of kindergarten classroom experiences

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