Claims

Preschool attendees exhibit less optimal social skills at kindergarten entry, persisting through first grade only

Claim · All claims
Evidence · 1 study · associational r3 · q2 · i0 negligible
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i0 Preschool attendees exhibited less optimal social skills upon kindergarten entry (E.S. = 0.07 SDs), a deficit that persisted through the end of first grade but not third or fifth grade. → 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 · i0 · associational · r3

Matched-sample path models in the ECLS-K 1998 cohort using the teacher-reported social skills subscale (9 items on self-control and interpersonal skills) showed a small kindergarten deficit with printed effect size E.S. = 0.07 SDs, below d = 0.2, that had disappeared by third grade.

"preschool attendees exhibited less optimal social skills upon kindergarten entry (E.S. = 0.07 SDs), which persisted through the end of first grade (but not third or fifth grade)."

Discussion

Learner Variables

Page metadata
Field Value
type claim
id preschool-social-skills-deficit-first-grade
title Preschool attendees exhibit less optimal social skills at kindergarten entry, persisting through first grade only
description Preschool attendees exhibit less optimal social skills at kindergarten entry, persisting through first grade only
status review
evidence_strength moderate
newest_evidence 2018
generated by process:wiki-ingest on 2026-10-24
trust unverified — no one has confirmed this page's content
sources 1 — ansari-2018

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