Effects of early childhood education attendance on achievement, social skills, behaviour, and stress
Abstract There is evidence that Early Childhood Education positively contributes to optimal performance in Elementary School, but there are few studies about its infl uence on socio-behavioral variables. This study aimed to explore the association between duration of Early Childhood Education attend...
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doaj-b62ac88a960342d4bc6aa191dc5cf95c2020-11-25T01:42:27ZengPontifícia Universidade Católica de CampinasEstudos de Psicologia (Campinas)1982-027535328729710.1590/1982-02752018000300007S0103-166X2018000300287Effects of early childhood education attendance on achievement, social skills, behaviour, and stressMarta Regina Gonçalves CORREIA-ZANINIEdna Maria MARTURANOAnne Marie Germaine Victorine FONTAINEAbstract There is evidence that Early Childhood Education positively contributes to optimal performance in Elementary School, but there are few studies about its infl uence on socio-behavioral variables. This study aimed to explore the association between duration of Early Childhood Education attendance (one or two years) and developmental outcomes in the 3rd grade. A total of 151 students from public schools participated in the study and their academic performance, social skills, externalizing behavior and stress symptoms were assessed. Data analysis comprised group comparison and regression with control of socioeconomic background. The results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms. Duration of Early Childhood Education attendance was a significant positive predictor for achievement and a negative one for stress in the 3rd grade. We discuss the quality of Early Childhood Education and its influence on the variables assessed and point to the need for a systematic replication study to assess the generalization of the results.http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-166X2018000300287&lng=en&tlng=enDesempenho escolarDistúrbios do comportamentoEducação infantilHabilidades sociaisEstresse |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Marta Regina Gonçalves CORREIA-ZANINI Edna Maria MARTURANO Anne Marie Germaine Victorine FONTAINE |
spellingShingle |
Marta Regina Gonçalves CORREIA-ZANINI Edna Maria MARTURANO Anne Marie Germaine Victorine FONTAINE Effects of early childhood education attendance on achievement, social skills, behaviour, and stress Estudos de Psicologia (Campinas) Desempenho escolar Distúrbios do comportamento Educação infantil Habilidades sociais Estresse |
author_facet |
Marta Regina Gonçalves CORREIA-ZANINI Edna Maria MARTURANO Anne Marie Germaine Victorine FONTAINE |
author_sort |
Marta Regina Gonçalves CORREIA-ZANINI |
title |
Effects of early childhood education attendance on achievement, social skills, behaviour, and stress |
title_short |
Effects of early childhood education attendance on achievement, social skills, behaviour, and stress |
title_full |
Effects of early childhood education attendance on achievement, social skills, behaviour, and stress |
title_fullStr |
Effects of early childhood education attendance on achievement, social skills, behaviour, and stress |
title_full_unstemmed |
Effects of early childhood education attendance on achievement, social skills, behaviour, and stress |
title_sort |
effects of early childhood education attendance on achievement, social skills, behaviour, and stress |
publisher |
Pontifícia Universidade Católica de Campinas |
series |
Estudos de Psicologia (Campinas) |
issn |
1982-0275 |
description |
Abstract There is evidence that Early Childhood Education positively contributes to optimal performance in Elementary School, but there are few studies about its infl uence on socio-behavioral variables. This study aimed to explore the association between duration of Early Childhood Education attendance (one or two years) and developmental outcomes in the 3rd grade. A total of 151 students from public schools participated in the study and their academic performance, social skills, externalizing behavior and stress symptoms were assessed. Data analysis comprised group comparison and regression with control of socioeconomic background. The results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms. Duration of Early Childhood Education attendance was a significant positive predictor for achievement and a negative one for stress in the 3rd grade. We discuss the quality of Early Childhood Education and its influence on the variables assessed and point to the need for a systematic replication study to assess the generalization of the results. |
topic |
Desempenho escolar Distúrbios do comportamento Educação infantil Habilidades sociais Estresse |
url |
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-166X2018000300287&lng=en&tlng=en |
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