Preschool attendees show higher externalizing behavior that persists at reduced levels through fifth grade¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Preschool attendees demonstrated higher externalizing behavior upon kindergarten entry (E.S. = 0.18 SDs) that persisted at reduced levels through the end of fifth grade (E.S. = 0.05–0.16 SDs), relative to matched informal-care peers. → Ansari 2018

Evidence¶

Ansari 2018¶

Ansari, A. (2018). The persistence of preschool effects from early childhood through adolescence. Journal of Educational Psychology, 110(7). https://doi.org/10.1037/edu0000255

q2 · i? · associational · r2

In the same matched-sample path models of the ECLS-K 1998 cohort, teacher-reported externalizing behavior (adapted Social Rating Scale) was worse for preschool attendees at kindergarten entry with a printed effect size of E.S. = 0.18 SDs, persisting at reduced levels through fifth grade (E.S. = 0.05–0.16 SDs).

"preschool attendees were found to demonstrate higher levels of externalizing behavior upon kindergarten entry (E.S. = 0.18 SDs), which persisted at reduced levels through the end of fifth grade (E.S. = 0.05–0.16 SDs)."

Discussion¶

Related Claims¶

• Preschool attendees exhibit less optimal social skills at kindergarten entry, persisting through first grade only — related
• Negative psychosocial effects of preschool concentrate in full-day programs, with no academic difference between full- and part-day attendance and no program-type differences — related