TY - JOUR
T1 - Associations between classroom quality and children's vocabulary and executive function skills in an urban public prekindergarten program
AU - Weiland, Christina
AU - Ulvestad, Kchersti
AU - Sachs, Jason
AU - Yoshikawa, Hirokazu
PY - 2013
Y1 - 2013
N2 - Despite evidence that high-quality preschool programs have substantial, long-lasting impacts on young children's developmental outcomes, associations between preschool quality measures and children's cognitive outcomes within preschool programs are generally small or null. Using data from a large urban prekindergarten program, we examined associations between children's receptive vocabulary and executive function skills and several indicators of classroom quality. Ours is the first such study within a program that has been shown to have small-to-large causal impacts on children's language, literacy, mathematics, executive function, and emotional development outcomes. Consistent with prior literature, we found small or null associations between quality predictors and children's outcomes and we found that some of these relationships were curvilinear. Findings are discussed in light of several hypotheses in the literature regarding the general pattern of small or null associations, including the psychometrics of commonly used quality measures and possible range restriction of quality indicators.
AB - Despite evidence that high-quality preschool programs have substantial, long-lasting impacts on young children's developmental outcomes, associations between preschool quality measures and children's cognitive outcomes within preschool programs are generally small or null. Using data from a large urban prekindergarten program, we examined associations between children's receptive vocabulary and executive function skills and several indicators of classroom quality. Ours is the first such study within a program that has been shown to have small-to-large causal impacts on children's language, literacy, mathematics, executive function, and emotional development outcomes. Consistent with prior literature, we found small or null associations between quality predictors and children's outcomes and we found that some of these relationships were curvilinear. Findings are discussed in light of several hypotheses in the literature regarding the general pattern of small or null associations, including the psychometrics of commonly used quality measures and possible range restriction of quality indicators.
KW - Classroom quality
KW - Executive function
KW - Receptive vocabulary
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U2 - 10.1016/j.ecresq.2012.12.002
DO - 10.1016/j.ecresq.2012.12.002
M3 - Article
AN - SCOPUS:84873839869
SN - 0885-2006
VL - 28
SP - 199
EP - 209
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 2
ER -