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Article: Preschool Attendance and Executive Function Mediate Early Academic Achievement Gaps in East Asia and the Pacific

TitlePreschool Attendance and Executive Function Mediate Early Academic Achievement Gaps in East Asia and the Pacific
Authors
Issue Date2018
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/heed20
Citation
Early Education and Development, 2018, v. 29 n. 8, p. 1039-1060 How to Cite?
AbstractResearch Findings: This study investigated the relationship between family socioeconomic status (SES) and children’s early attainment, and the roles of preschool attendance and executive function (EF) in this association. Participants were 3,331 children (1,584 girls) ranging in age from 36 to 71 months from Cambodia, Mongolia, and Vanuatu. Children’s language, literacy, and mathematics attainment and EF were assessed using the East Asia-Pacific Early Child Development Scales. Mothers reported on family demographics and children’s preschool experience. Results indicated significant associations between SES and academic attainment in all three countries. Further analysis showed that preschool attendance and EF were significant mediators of SES- related disparities in attainment, but differed by country. Both served as parallel and sequential mediators in the associations between SES and performance in language, literacy, and mathematics in Mongolia. However, only preschool attendance mediated the association of SES with literacy attainment in Cambodia, and only EF mediated that with children’s mathematics and language performance in Vanuatu. Although SES is substantially related with early achievement in these developing countries, our findings indicate that preschool attendance and EF may attenuate this relationship. Practice or Policy: Implications for the provision of early childhood education programs and public policy are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/263419
ISSN
2023 Impact Factor: 2.1
2023 SCImago Journal Rankings: 1.252
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorSun, J.-
dc.contributor.authorZhang, L.-
dc.contributor.authorChen, E.-
dc.contributor.authorLau, GLC-
dc.contributor.authorRao, N-
dc.date.accessioned2018-10-22T07:38:35Z-
dc.date.available2018-10-22T07:38:35Z-
dc.date.issued2018-
dc.identifier.citationEarly Education and Development, 2018, v. 29 n. 8, p. 1039-1060-
dc.identifier.issn1040-9289-
dc.identifier.urihttp://hdl.handle.net/10722/263419-
dc.description.abstractResearch Findings: This study investigated the relationship between family socioeconomic status (SES) and children’s early attainment, and the roles of preschool attendance and executive function (EF) in this association. Participants were 3,331 children (1,584 girls) ranging in age from 36 to 71 months from Cambodia, Mongolia, and Vanuatu. Children’s language, literacy, and mathematics attainment and EF were assessed using the East Asia-Pacific Early Child Development Scales. Mothers reported on family demographics and children’s preschool experience. Results indicated significant associations between SES and academic attainment in all three countries. Further analysis showed that preschool attendance and EF were significant mediators of SES- related disparities in attainment, but differed by country. Both served as parallel and sequential mediators in the associations between SES and performance in language, literacy, and mathematics in Mongolia. However, only preschool attendance mediated the association of SES with literacy attainment in Cambodia, and only EF mediated that with children’s mathematics and language performance in Vanuatu. Although SES is substantially related with early achievement in these developing countries, our findings indicate that preschool attendance and EF may attenuate this relationship. Practice or Policy: Implications for the provision of early childhood education programs and public policy are discussed.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/loi/heed20-
dc.relation.ispartofEarly Education and Development-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Early Education and Development on 06 Aug 2018, available online at: http://www.tandfonline.com/doi/abs/10.1080/10409289.2018.1498999-
dc.titlePreschool Attendance and Executive Function Mediate Early Academic Achievement Gaps in East Asia and the Pacific-
dc.typeArticle-
dc.identifier.emailLau, GLC: carriegl@hku.hk-
dc.identifier.emailRao, N: nrao@hku.hk-
dc.identifier.authorityLau, GLC=rp02003-
dc.identifier.authorityRao, N=rp00953-
dc.description.naturepostprint-
dc.identifier.doi10.1080/10409289.2018.1498999-
dc.identifier.scopuseid_2-s2.0-85052126067-
dc.identifier.hkuros294933-
dc.identifier.volume29-
dc.identifier.issue8-
dc.identifier.spage1039-
dc.identifier.epage1060-
dc.identifier.isiWOS:000446535600004-
dc.publisher.placeUnited States-
dc.identifier.issnl1040-9289-

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