ERIC Number: EJ1273949
Record Type: Journal
Publication Date: 2020-Oct
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0014-4029
EISSN: N/A
The Effects of Early Care and Education Settings on the Kindergarten Outcomes of Doubly Vulnerable Children
Schochet, Owen N.; Johnson, Anna D.; Phillips, Deborah A.
Exceptional Children, v87 n1 p27-53 Oct 2020
Program administrators and policy makers have placed a priority on expanding access to inclusive, center-based early care and education (ECE) for low-income children with special needs, a "doubly vulnerable" population characterized by academic and social-emotional achievement gaps at kindergarten entry. Yet, no research has documented the effects of center-based settings on doubly vulnerable children's early development, either relative to other ECE settings (e.g., home-based care) or relative to each other (e.g., Head Start, public preK). The current study utilizes national data and estimates difference-in-differences models to assess the effects of these ECE setting comparisons on changes in doubly vulnerable children's academic and social-emotional outcomes evident at kindergarten entry. Results suggest that center-based ECE is more beneficial than parental care for language and literacy, and more beneficial than home-based care for prosocial behaviors. There were few differences among center-based ECE types: At trend level, Head Start was linked with better approaches to learning and prosocial skills relative to public preK.
Descriptors: Early Childhood Education, Educational Environment, Kindergarten, Young Children, Child Care Centers, At Risk Persons, Individual Needs, Low Income, Inclusion, Community Centers, Home Programs, Parent Role, Academic Achievement, Social Development, Emotional Development, Emergent Literacy, Language Acquisition, Prosocial Behavior, School Readiness, Federal Programs, Public Education, Preschool Education, Program Effectiveness, Longitudinal Studies, Surveys, Educational Legislation, Disabilities, Equal Education, Federal Legislation
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Part B; Individuals with Disabilities Education Act Part C
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A