Exploring the Influence of Early Childhood Education and Care on the Etiology of Achievement

Autor:	Callie W. Little, Jessica A. R. Logan, William L. Coventry, Richard K. Olson, Sally A. Larsen, Brian Byrne
Rok vydání:	2020
Předmět:	Male 0301 basic medicine Early childhood education Adolescent media_common.quotation_subject Literacy Developmental psychology 03 medical and health sciences Child Development 0302 clinical medicine Numeracy Early Intervention Educational Genetics Humans Child 10. No inequality Genetics (clinical) Ecology Evolution Behavior and Systematics Behavioural genetics media_common Academic Success Schools 4. Education Heritability Achievement Twin study Quantile regression Health psychology 030104 developmental biology Reading Child Preschool Educational Status Female Psychology 030217 neurology & neurosurgery
Zdroj:	Behavior Genetics. 50:387-400
ISSN:	1573-3297 0001-8244
Popis:	The present study used a genetically-sensitive quantile regression approach to examine the relation between participation in early childhood education and care (ECEC) and subsequent school performance in literacy and numeracy at grades 3, 5, 7, and 9. The sample consisted of 1255 twin pairs (596 MZ; 659 DZ) with information on both ECEC and the National Assessment Program-Literacy and Numeracy (NAPLAN) scores from the Twin Study of NAPLAN. Results indicated variation in heritability estimates across the distributions of achievement, suggesting that different patterns of etiological influences may exist among children of different ability levels. Additionally, the results provided no evidence that ECEC significantly influenced achievement, and in the genetically-sensitive analyses, no evidence that ECEC moderated the influences of heritability of achievement for typically advantaged children. These results suggest that ECEC may not provide the levels of environmental support for later achievement that advocates claim, although we acknowledge that ECEC quality, which was not measured in the current study, may make a difference in whether or not ECEC influences achievement.
Databáze:	OpenAIRE
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