TY - JOUR
T1 - The Role of Preschool Dosage and Quality in Children’s Self-Regulation Development
AU - Melo, Carolina
AU - Pianta, Robert C.
AU - LoCasale-Crouch, Jennifer
AU - Romo, Francisca
AU - Ayala, M. Constanza
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature B.V.
PY - 2022
Y1 - 2022
N2 - The present study examined how the dosage and quality of the federal preschool program “Head Start” (HS) in the US related to children’s self-regulation skills in kindergarten. Using Propensity Score Matching and multiple regression (OLS), this study explored how the number of years and hours a week of HS were related to self-regulation among 2,383 children, who entered the program either at 3 or 4 years old. An additional year in HS was significantly positively associated with self-regulation in kindergarten, while the number of hours a week in HS was not. However, the quality of teacher–child interactions moderated the relation between hours a week in HS and self-regulation. Findings contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to children’s development.
AB - The present study examined how the dosage and quality of the federal preschool program “Head Start” (HS) in the US related to children’s self-regulation skills in kindergarten. Using Propensity Score Matching and multiple regression (OLS), this study explored how the number of years and hours a week of HS were related to self-regulation among 2,383 children, who entered the program either at 3 or 4 years old. An additional year in HS was significantly positively associated with self-regulation in kindergarten, while the number of hours a week in HS was not. However, the quality of teacher–child interactions moderated the relation between hours a week in HS and self-regulation. Findings contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to children’s development.
KW - Dosage
KW - Preschool
KW - Self-regulation
KW - Teacher–child interactions
UR - http://www.scopus.com/inward/record.url?scp=85141214551&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/ca1ce9cf-a3f9-38dd-ad7f-4c835bc88757/
U2 - 10.1007/s10643-022-01399-y
DO - 10.1007/s10643-022-01399-y
M3 - Article
C2 - 36339525
AN - SCOPUS:85141214551
SN - 1082-3301
VL - 52
SP - 1
EP - 17
JO - Early Childhood Education Journal
JF - Early Childhood Education Journal
IS - 1
ER -
