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

• Autores: Hannah Ulferts, Katrin M. Wolf, Yvonne Anders
• Localización: Child development, ISSN 0009-3920, Vol. 90, Nº. 5, 2019, págs. 1474-1489
• Idioma: inglés
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• Resumen

  • 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. [ABSTRACT FROM AUTHOR]