Is entering into early childhood education (ECE) at a young age a resource or risk for language and social development? For the German National Education Panel Study – Newborn Cohort (analytical n = 2296), we balanced 23 covariates taken in infancy with inverse probability of treatment weighting (IPTW) and modeled relations between ECE entry age (very early entry 35 months) and societal language and social development age three to seven. Very early entry predicted larger vocabulary for dual language learners (DLLs) and children of less educated parents until first grade, implying “buffering effects.” Early entry also predicted vocabulary advantages in first grade. Very early and early entry predicted fewer peer problems until first grade. Very early entry predicted more prosocial behavior for monolinguals, but less for DLLs in first grade. Robustness checks suggested several of these advantages emerge only in diverse populations and revealed disadvantages implying “lost resources.”
Willard, Lars Burghardt, Katharina Kohl, Yvonne Anders Originalsprache Englisch Erschienen in Applied
https://www.leibniz-ipn.de/de/forschen/publikationen/does-entering-early-childhood-education-as-a-toddler-benefit-language-and-social-development-until-age-seven
Is entering into early childhood education (ECE) at a young age a resource or risk for language and social development? For the German National Education Panel Study – Newborn Cohort (analytical n = 2296), we balanced 23 covariates taken in infancy with inverse probability of treatment weighting (IPTW) and modeled relations between ECE entry age (very early entry 35 months) and societal language and social development age three to seven. Very early entry predicted larger vocabulary for dual language learners (DLLs) and children of less educated parents until first grade, implying “buffering effects.” Early entry also predicted vocabulary advantages in first grade. Very early and early entry predicted fewer peer problems until first grade. Very early entry predicted more prosocial behavior for monolinguals, but less for DLLs in first grade. Robustness checks suggested several of these advantages emerge only in diverse populations and revealed disadvantages implying “lost resources.”
Willard, Lars Burghardt, Katharina Kohl, Yvonne Anders Originalsprache Englisch Erschienen in Applied
https://www.leibniz-ipn.de/de/fuer-die-gesellschaft/ipn-journal/ausgabe-14/artikel-1
Von Schüler*innen oft als lästig empfunden, aber dennoch müssen sie gemacht werden: Hausaufgaben. Häufig erhalten Schüler*innen dabei Hilfe, sei es durch Eltern, im Rahmen der Hausaufgabenbetreuung in der Schule oder durch Nachhilfeunterricht. Eine IPN-Studie hat untersucht, wie gute außerunterrichtliche Unterstützung aussehen sollte und welche Schüler*innen davon im Besonderen profitieren.
Learning and Individual Differences, 95. https://doi.org/10.1016/j.lindif.2022.102137 Benckwitz, L., Kohl
Nur Seiten von www.leibniz-ipn.de anzeigen