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Long-Term Effects of Preprimary Education on Cognitive Development: Evidence from PISA-D Participating Countries
https://doi.org/10.15027/50205
https://doi.org/10.15027/502052d4ac889-5400-4c27-982e-85ae8ff6ff22
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
BullGradSchHumanitSocSciHUStuEdu_1_237.pdf (977.3 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||
| タイトル | ||||||||
| タイトル | Long-Term Effects of Preprimary Education on Cognitive Development: Evidence from PISA-D Participating Countries | |||||||
| 言語 | en | |||||||
| 作成者 |
Taniguchi, Kyoko
× Taniguchi, Kyoko
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| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 権利情報 | ||||||||
| 権利情報 | Copyright (c) 2020 人間社会科学研究科 | |||||||
| 主題 | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | preprimary education | |||||||
| 主題 | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | later achievement | |||||||
| 主題 | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | long-term effect | |||||||
| 主題 | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | PISA for development | |||||||
| 主題 | ||||||||
| 主題Scheme | Other | |||||||
| 主題 | low-income countries | |||||||
| 内容記述 | ||||||||
| 内容記述 | The impact of attending preprimary school on primary education has received considerable attention in the literature. There is persuasive evidence for the hypothesis that preprimary education experience supports children’s development of cognitive skills later on in school. However, in the case of middle- and low-income countries, evidence of a long-term effect of preprimary education on cognitive development is not as abundant. This study investigates the relationship between preprimary education and reading achievement at age 15 in seven countries participating in the PISA for Development project̶Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia. The sample sizes amounted to more than 4,000 children in each country. The present analysis uses a t-test and multiple liner regression. The findings show that in all analyzed countries the reading achievement of children who attended preprimary education was higher than of those who did not. When taking into account student, family, and school factors, preprimary education had positive effects in Honduras, Senegal, and Zambia but negligible effects in Cambodia, Ecuador, Guatemala, and Paraguay. The results bolster the case for expanding quality preprimary education in both middle- and low-income countries. The findings can contribute to the discussion on early childhood care and education. | |||||||
| 言語 | en | |||||||
| 出版者 | ||||||||
| 出版者 | 広島大学大学院人間社会科学研究科 | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 出版タイプ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| ID登録 | ||||||||
| ID登録 | 10.15027/50205 | |||||||
| ID登録タイプ | JaLC | |||||||
| 収録物識別子 | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 2436-0333 | |||||||
| 収録物識別子 | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AA12909086 | |||||||
| 開始ページ | ||||||||
| 開始ページ | 237 | |||||||
| 書誌情報 |
広島大学大学院人間社会科学研究科紀要. 教育学研究 Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education 号 1, p. 237-245, 発行日 2020-12-25 |
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| 旧ID | 50205 | |||||||
