Concentrated poverty in preschools and children's cognitive skills: The mediational role of peers and teachers.
Instructional quality
Peer effects
Poverty
Preschool
Preschool quality
School readiness
Journal
Journal of school psychology
ISSN: 1873-3506
Titre abrégé: J Sch Psychol
Pays: United States
ID NLM: 0050303
Informations de publication
Date de publication:
10 2019
10 2019
Historique:
received:
23
07
2018
revised:
05
04
2019
accepted:
26
05
2019
entrez:
25
11
2019
pubmed:
25
11
2019
medline:
24
6
2020
Statut:
ppublish
Résumé
Economic inequality and ensuing economic stratification in educational and community contexts are growing in the United States. Given these patterns, it is essential to understand the implications of economic stratification in early education settings. This paper delineates repercussions of the concentration of poor children in preschool programs using lagged structural equation models estimated in two longitudinal studies following 3396 4-year-old children in 486 primarily publicly-funded preschool classrooms through kindergarten entrance. Concentrated poverty in preschool classrooms was associated with lower language and reading skills in kindergarten in part through children's exposure to less cognitively-skilled peers, with teacher instructional quality not serving as a reliable mediator. These associations did not emerge in relation to children's math skills. Results expand conceptual models of peer effects and inform preschool policies which seek to increase quality and equity and enhance children's learning.
Identifiants
pubmed: 31759459
pii: S0022-4405(19)30033-0
doi: 10.1016/j.jsp.2019.05.008
pii:
doi:
Types de publication
Journal Article
Research Support, U.S. Gov't, Non-P.H.S.
Langues
eng
Sous-ensembles de citation
IM
Pagination
1-16Informations de copyright
Copyright © 2019 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.