Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental]
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://repositorio-aberto.up.pt/handle/10216/70440 |
Resumo: | The conception that early childhood education (ECE) positively affects academic progress is well established. The purpose of this study was to verify the impact of time of exposure to ECE on the academic performance of children and evaluate their academic progress from the 3rd to the 5th grade when there is exposure to early childhood education. Participants were 294 public school students (both genders) divided into three groups: no ECE, one year of ECE, and two years of ECE. Academic achievement was assessed in the 3rd, 4th, and 5th grades through the judgment of teachers and collective written evaluations of the Portuguese language and mathematics. An Academic Achievement test was administered to 3rd and 5th year students. A multivariate analysis with repeated measures, controlled for socioeconomic level, showed ECE was consistently associated with greater achievement, though one extra year in ECE did not show any additional effect on academic performance. Further research is required due to the implications of this last result for public policies. |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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7160 |
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Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental]The conception that early childhood education (ECE) positively affects academic progress is well established. The purpose of this study was to verify the impact of time of exposure to ECE on the academic performance of children and evaluate their academic progress from the 3rd to the 5th grade when there is exposure to early childhood education. Participants were 294 public school students (both genders) divided into three groups: no ECE, one year of ECE, and two years of ECE. Academic achievement was assessed in the 3rd, 4th, and 5th grades through the judgment of teachers and collective written evaluations of the Portuguese language and mathematics. An Academic Achievement test was administered to 3rd and 5th year students. A multivariate analysis with repeated measures, controlled for socioeconomic level, showed ECE was consistently associated with greater achievement, though one extra year in ECE did not show any additional effect on academic performance. Further research is required due to the implications of this last result for public policies.20122012-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://repositorio-aberto.up.pt/handle/10216/70440eng0103-863X10.1590/s0103-863x2012000200005Elaine Cristina Gardinal-PizatoEdna Maria MarturanoAnne Marie Fontaineinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-29T15:56:36Zoai:repositorio-aberto.up.pt:10216/70440Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T00:35:36.301185Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental] |
title |
Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental] |
spellingShingle |
Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental] Elaine Cristina Gardinal-Pizato |
title_short |
Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental] |
title_full |
Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental] |
title_fullStr |
Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental] |
title_full_unstemmed |
Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental] |
title_sort |
Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental] |
author |
Elaine Cristina Gardinal-Pizato |
author_facet |
Elaine Cristina Gardinal-Pizato Edna Maria Marturano Anne Marie Fontaine |
author_role |
author |
author2 |
Edna Maria Marturano Anne Marie Fontaine |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Elaine Cristina Gardinal-Pizato Edna Maria Marturano Anne Marie Fontaine |
description |
The conception that early childhood education (ECE) positively affects academic progress is well established. The purpose of this study was to verify the impact of time of exposure to ECE on the academic performance of children and evaluate their academic progress from the 3rd to the 5th grade when there is exposure to early childhood education. Participants were 294 public school students (both genders) divided into three groups: no ECE, one year of ECE, and two years of ECE. Academic achievement was assessed in the 3rd, 4th, and 5th grades through the judgment of teachers and collective written evaluations of the Portuguese language and mathematics. An Academic Achievement test was administered to 3rd and 5th year students. A multivariate analysis with repeated measures, controlled for socioeconomic level, showed ECE was consistently associated with greater achievement, though one extra year in ECE did not show any additional effect on academic performance. Further research is required due to the implications of this last result for public policies. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012 2012-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://repositorio-aberto.up.pt/handle/10216/70440 |
url |
https://repositorio-aberto.up.pt/handle/10216/70440 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
0103-863X 10.1590/s0103-863x2012000200005 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
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1799136264961654784 |