Work

Changes in classroom quality predict Ghanaian preschoolers’ gains in academic and social-emotional skills.

Year: 2018

Type: article

Abstract: = 5.8 years; 49.5% female) to examine how changes in four culturally validated dimensions of ECE classroom quality predict children's growth in early academic and social-emotional skills from the beginning to the end of one academic year. We find that improvements in domains of classroom instructional quality are related to small, positive gains in children's early academic and social-emotional outcomes over the school year, and that these improvements are generally larger for children and classrooms with higher baseline proficiency and quality levels. Associations between changes in social-emotional aspects of classroom quality and child outcomes were mixed. These results extend the knowledge base on ECE quality to a new and underrepresented context while also providing important information regarding the contexts and children for whom teacher training and other quality-focused improvement efforts may be most needed. (PsycINFO Database Record

Source: Developmental Psychology

DOI: 10.1037/dev0000546

Authors: Dana Charles McCoy, Sharon Wolf

Institutions: Harvard University, University of Pennsylvania

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

Funder: UBS Optimus Foundation