The effect of preschool on children’s school readiness

Umek, Ljubica Marjanovič; Kranjc, Simona; Fekonja, Urška; Bajc, Katja

doi:10.1080/03004430600851280

Cited by 17 publications

(16 citation statements)

References 30 publications

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“…Frequently, these factors are linked not only with children's developmental progress, but also with parents' educational aspirations and use of early childhood care and education facilities (Bainbridge, Meyers, Tanaka, & Waldfogel, 2005;Becker & Lauterbach, 2007;Bridges et al, 2004;Hofferth et al, 1994;Magnuson et al, 2004). In accordance with other studies into the effects of early care and education (Bornstein, Hahn, Gist, & Haynes, 2006;Marjanovič Umek et al, 2008;Niles et al, 2008), a quasi-experimental research design is adopted, comparing children who had crèche experience prior to kindergarten with children lacking this crèche experience. Three regression models are calculated:…”

Section: Dependent Variablementioning

confidence: 95%

“…Studies investigating the effects of institutional extra-familial care and education experiences in the first years of life have shown that early childhood care and education can raise cognitive skills and academic performance at school entry (Caughy, DiPietro, & Strobino, 1994;EPPE, 2008;Gullo & Burton, 1992;Magnuson, Ruhm, & Waldfogel, 2007a, 2007bMarjanovič Umek, Kranjc, Fekonja, & Bajc, 2008;Rumberger & Tran, 2006). An increasing number of studies provide evidence for positive effects of exposure to early centre-based care and education on children's cognitive skills mainly in the short-term, thereby highlighting that children from socially disadvantaged backgrounds frequently benefit to a special degree compared with children from more privileged milieus (Barnett, 1995;Burger, 2010;Currie, 2001;Fontaine, Torre, & Grafwallner, 2006).…”

Section: Introductionmentioning

confidence: 98%

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A quasi-experimental study into the relations between families' social and cultural background and children's crèche experience and global cognitive competence in primary school

Burger

2012

Early Child Development and Care

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This study analysed the role of both sociocultural background and exposure to a crèche on children's development of cognitive competence in Switzerland. Data were derived from a survey on children's cognitive proficiency after enrolment to primary school. Correlations and multiple linear regressions indicate that crèche experience was not related to children's cognitive proficiency when sociocultural background characteristics were held constant, irrespective of duration and intensity of exposure. However, social and cultural background variables were related significantly to children's competence, suggesting that sociocultural disparities begin to affect children's skills early in life. The results are contextualised within the field of early childhood care and education research, and a number of explanations concerning the absence of effects of crèche are discussed. The findings are discussed in terms of implications for policy. They might encourage policymakers to supply socially disadvantaged children growing up in impoverished learning environments with enriched services and special interventions.

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Section: Dependent Variablementioning

confidence: 95%

Section: Introductionmentioning

confidence: 98%

A quasi-experimental study into the relations between families' social and cultural background and children's crèche experience and global cognitive competence in primary school

Burger

2012

Early Child Development and Care

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“…The majority of conceptualizations include three main dimensions: cognitive development, language development, and social and emotional development (e.g. Eisenberg, Valiente, et al, 2010;Mistry, Benner, Biesanz, Clark, & Howes, 2010;Prior, Bavin, & Ong, 2011;Sheridan, Knoche, Edwards, Bovaird, & Kupzyk, 2010;Umek, Kranjc, Fekonja, & Bajc, 2008). Although using this definition of school readiness conceptualizes the term as a single construct with multiple dimensions, the majority of studies measure each dimension of school readiness as separate outcomes with divergent methods.…”

Section: Further Defining School Readinessmentioning

confidence: 98%

Utilizing the desired results developmental profile as a measure of school readiness: evaluating factor structure and predictors of school readiness

Sutter

Ontai

Nishina

et al. 2016

Early Child Development and Care

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“…Mentalna slika je odvisna od razpoložljivih informacij in se lahko pri isti osebi spreminja v času. Otrokova naloga je, da se nauči razumeti sebe in druge ljudi kot ljudi, ki imajo svoje želje, prepričanja, čustva, namere in lastne interpretacije sveta (Marjanovič Umek, 2009).…”

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“…Razvoj teorije uma je postopen (Marjanovič Umek, 2009). Pri dveh letih otrok osvoji enostavno teorijo uma, imenovano psihologija želja, ko razume, da je vedenje drugega pod vplivom njegovih želja.…”

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Povezanost teorije uma s socialnimi odnosi in otrokovo socialno kompetentnostjo

Skubic¹

2012

psio

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LjubljanaPovzetek: Prispevek predstavlja pregled in evalvacijo ugotovitev raziskovalcev s področja teorije uma v povezavi s socialnimi odnosi in na drugi strani v povezavi z otrokovo socialno kompetentnostjo, ki je odraz njegove teorije uma. Prikazuje, kateri so tisti dejavniki, ki največ prispevajo k individualnim razlikam v razvitosti teorije uma med otroki in poudarja dvosmernost učinkov med otrokovim socialnim razumevanjem in socialnimi odnosi z drugimi. Pozitivni dejavniki za razvoj otrokove teorije uma so v prvi vrsti otrokove zgodnje kakovostne izkušnje o mentalnih stanjih, ki dobro napovedujejo njegov poznejši dosežek pri preizkusu razumevanja napačnih prepričanj. Od družinskih dejavnikov so za razvoj otrokove teorije uma pomembni predvsem socialno-ekonomski položaj družine, vedenje in govor staršev (npr. ustrezna raba izrazov za opisovanje mentalnih stanj in ustrezni načini discipliniranja otroka) in prisotnost ustrezno starega (ponavadi starejšega) sorojenca, s katerim ima otrok kakovosten odnos, medtem ko raziskovalci izmed dejavnikov, ki niso vezani na družinsko okolje, najbolj poudarjajo pomen vrstnikov za otrokovo teorijo uma. Skladno s temi dejavniki se pri otroku bolj ali manj uspešno razvija njegovo socialno razumevanje, ki igra pomembno vlogo v njegovem vsakdanjem življenju. Tako otroci z dobro razvito teorijo uma to lahko uporabljajo na prosocialen način, lahko pa ta služi tudi proaktivni oziroma posredni obliki agresivnosti, ko otroci svoje razumevanje drugih uporabljajo za različne oblike manipulacij oz. nasilništva, posebej v vrstniški skupini. Nizko razvita teorija uma je dejavnik tveganja predvsem v primeru neugodnih družinskih razmer, medtem ko ima dobro razvita teorija uma v takih razmerah za otrokov razvoj lahko zaščitno vlogo. Prispevek opozarja na nekatere metodološke in strukturne pomanjkljivosti pregledanih študij ter predlaga usmeritve za možnosti celovitejšega raziskovanja otrokove teorije uma v prihodnje.Ključne besede: teorija uma, socialni odnosi, socialna kompetentnost, socialno vedenje, Vygotsky, agresivnost Association of theory of mind with social relations and child's social competence Nuša Skubic Ljubljana, SloveniaAbstract: The article reviews and evaluates the findings from the research in the field of theory of mind; how the theory of mind is connected to social relationships and how a child's social competence reflects his/hers theory of mind. It points to those factors that contribute most to considerable individual differences among children when developing a theory of mind and it stresses out the reciprocity of effects between child's social understanding and social relations with others. Positive factors for developing a theory of mind are first of all child's early quality experiences about mental states which predict a child's performance on the false belief test later on. Social-economic status, parental behavior and talk (for example appropriate use of mental states and appropriate disciplining of a child) and presence of sibling of appropriate age (usually o...

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The effect of preschool on children’s school readiness

Cited by 17 publications

References 30 publications

A quasi-experimental study into the relations between families' social and cultural background and children's crèche experience and global cognitive competence in primary school

A quasi-experimental study into the relations between families' social and cultural background and children's crèche experience and global cognitive competence in primary school

Utilizing the desired results developmental profile as a measure of school readiness: evaluating factor structure and predictors of school readiness

Povezanost teorije uma s socialnimi odnosi in otrokovo socialno kompetentnostjo

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