Preschool education and school achievements of students at the age of 10
Journal Title: Studia Psychologiczne - Year 2014, Vol 52, Issue 4
Abstract
The article is dedicated to the importance of preschool education for later school achievements of students. Early education and care are identified as one of the key factors that determine not only the adaptation of a child to the school situation and his or her readiness for learning, but also deferred effects in the form of school achievements at later stages (Bauchmüller, Gørtz & Rasmussen, 2014). In the literature of the subject, there are also raised issues related to the significance of the quality of the preschool education for the social and emotional development of a child. Other factors pointed out include the availability of a kindergarten, the qualifications of the personnel and the quality of programmes implemented in a given institution (c.f. Yoshikawa et al., 2013). This article presents the results of analyses performed on a representative all-Polish group of grade 4 students. They solved a test covering numeracy and literacy skills. What was checked was the extent to which early education, measured by the number of years which a student spent in a kindergarten, is correlated with the results obtained by the students. It was found out that every year in a kindergarten translates to an improvement in the performance measured at the age of 10. There were also indicated limitations in the interpretation of that result connected to the socio-economic status of the families from which the children came.
Authors and Affiliations
Radosław Kaczan, Piotr Rycielski
Keywords
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