Please use this identifier to cite or link to this item: https://hdl.handle.net/10216/70440
Author(s): Elaine Cristina Gardinal-Pizato
Edna Maria Marturano
Anne Marie Fontaine
Title: Access to early childhood education and academic achievement in elementary school [Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental]
Issue Date: 2012
Abstract: 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.
URI: https://repositorio-aberto.up.pt/handle/10216/70440
Document Type: Artigo em Revista Científica Internacional
Rights: openAccess
License: https://creativecommons.org/licenses/by-nc/4.0/
Appears in Collections:FPCEUP - Artigo em Revista Científica Internacional

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