The Role of Preschool Dosage and Quality in Children’s Self-Regulation Development

Carolina Melo*, Robert C. Pianta, Jennifer LoCasale-Crouch, Francisca Romo, M. Constanza Ayala

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish
JournalEarly Childhood Education Journal
DOIs
StateAccepted/In press - 2022

Bibliographical note

Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Nature B.V.

Keywords

  • Dosage
  • Preschool
  • Self-regulation
  • Teacher–child interactions

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