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Child Dev. 2019 Sep;90(5):1474-1489. doi: 10.1111/cdev.13296. Epub 2019 Aug 13.

Impact of Process Quality in Early Childhood Education and Care on Academic Outcomes: Longitudinal Meta-Analysis.

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1
Freie Universität Berlin.

Abstract

This meta-analysis studies the association of pedagogical processes in early childhood care and education with outcomes in two academic domains: language and literacy as well as mathematics. It synthesizes evidence from 17 longitudinal studies in nine European countries with 16,461 children in regular center-based care spanning the period between ages 3 and 16. Results of a three-level meta-analysis provided small overall effect sizes for both global and domain-specific process quality, and indicated lasting associations with academic development over children's school career (ES = .11, Cohen's d = .22, and ES = .10, Cohen's d = .20). Effects varied by outcome domain, type of process measure, and differences in adopted analyses, with important implications for pedagogical practice and future research.

PMID:
31407322
DOI:
10.1111/cdev.13296

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