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    Can preschool protect young children’s cognitive and social development? Variation by center quality and duration of attendance

    Hall, J.E. and Sylva, K. and Sammons, P. and Melhuish, Edward C. and Siraj-Blatchford, I. and Taggart, B. (2013) Can preschool protect young children’s cognitive and social development? Variation by center quality and duration of attendance. School Effectiveness and School Improvement 24 (2), pp. 155-176. ISSN 0924-3453.

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    Abstract

    This paper illustrates how high-quality preschool has the potential to serve as an intervention within normal populations. Although it is well known that targeted Early Interventions can protect the development of young children from developmental risks, there remains less evidence concerning universal preschool education. To address this disparity, a longitudinal secondary analysis was conducted that examined the psychological development of 2,862 English preschoolers between the ages of 3 to 5 years. A series of aggregated multilevel structural equation models indicated that at age 5 years, instances of significantly protected development were more strongly evidenced when examining (a) cognitive rather than social development, (b) child rather than family-level risks, and (c) the quality of the processes taking place within preschools rather than just the structures. Finally, for preschools that featured only high-quality structures, any partial protection of development was limited to instances of longer durations of child attendance.

    Metadata

    Item Type: Article
    Keyword(s) / Subject(s): child development, preschool quality, multiple disadvantage, risk, protection
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Research Centre: Children, Families and Social Issues, Institute for the Study of
    Depositing User: Administrator
    Date Deposited: 18 Jun 2013 11:17
    Last Modified: 05 Dec 2016 11:52
    URI: http://eprints.bbk.ac.uk/id/eprint/7475

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