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The Effect of Preschool and Kinderga...

Li, Xin.

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The Effect of Preschool and Kindergarten Participation on Later Achievement of Language-Minority Student.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Effect of Preschool and Kindergarten Participation on Later Achievement of Language-Minority Student./
作者:	Li, Xin.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:	117 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
Contained By:	Dissertations Abstracts International83-12A.
標題:	Early childhood education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29061214
ISBN:	9798438783602

The Effect of Preschool and Kindergarten Participation on Later Achievement of Language-Minority Student.
Li, Xin.

The Effect of Preschool and Kindergarten Participation on Later Achievement of Language-Minority Student. - Ann Arbor : ProQuest Dissertations & Theses, 2022 - 117 p.

Source: Dissertations Abstracts International, Volume: 83-12, Section: A.

Thesis (Ph.D.)--Western Michigan University, 2022.

This item must not be sold to any third party vendors.

Evidence has suggested that preschool and kindergarten experiences affect the cognitive and social-emotion development of language-minority students (LMS). This quantitative study aims to illustrate the LMS' preschool and kindergarten experience by investigating the preschool and kindergarten experience, family environment, and school environment. Longitudinal data from the U.S. nationwide Early Childhood Longitudinal Study, Kindergarten (ECLS-K), was used to apply a hierarchical linear model (HLM). Due to a gap in the literature regarding how school and family environments influence the holistic development of LMS, this study explores whether and how preschool and kindergarten experiences are associated with LMS' cognitive and socioemotional outcomes while controlling for child, family, and school-level variables. In particular, this study examined the effects of the preschool and kindergarten levels obtained at the end of kindergarten, third grade, fifth grade, and eighth grade. This study offers new perspectives on how sociocultural environments impact the cognitive and socioemotional achievement of LMS. Most importantly, this study provides suggestions for families and schools to support LMS development.

ISBN: 9798438783602Subjects--Topical Terms:

518817
Early childhood education.
Subjects--Index Terms:

Cgnitive development

The Effect of Preschool and Kindergarten Participation on Later Achievement of Language-Minority Student.
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500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a Evidence has suggested that preschool and kindergarten experiences affect the cognitive and social-emotion development of language-minority students (LMS). This quantitative study aims to illustrate the LMS' preschool and kindergarten experience by investigating the preschool and kindergarten experience, family environment, and school environment. Longitudinal data from the U.S. nationwide Early Childhood Longitudinal Study, Kindergarten (ECLS-K), was used to apply a hierarchical linear model (HLM). Due to a gap in the literature regarding how school and family environments influence the holistic development of LMS, this study explores whether and how preschool and kindergarten experiences are associated with LMS' cognitive and socioemotional outcomes while controlling for child, family, and school-level variables. In particular, this study examined the effects of the preschool and kindergarten levels obtained at the end of kindergarten, third grade, fifth grade, and eighth grade. This study offers new perspectives on how sociocultural environments impact the cognitive and socioemotional achievement of LMS. Most importantly, this study provides suggestions for families and schools to support LMS development.
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653 $a Preschool and kindergarten experience
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653 $a Socioemotional development
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