Most early care and education (ECE) programs serve 3-5 year olds, but enrolling children at younger ages has the potential to multiply the benefits of ECE enrollment. This study examined characteristics of children and family who enrolled as toddlers (18-35 months; n=450) versus preschoolers (36-48 months; n=2,356), then tested the impact of toddler enrollment in high-quality ECE on fall and spring preschool outcomes for English-only and Spanish dual language learners (DLLs). Groups were balanced using propensity score weights. Toddler enrollment was related differentially to parent education, special needs status, food insecurity, and single-parent household status for DLLs and English-dominant peers. Toddler entry was related to better English language skills (fall E.S.=0.13-0.47; spring E.S.=0.10-0.43) and lower teacher-rated self-control skills (fall E.S.=0.12-0.15; spring E.S.=0.12-0.19) than same language peers. English-only children who entered as toddlers were rated as more independent at preschool entry (E.S.=0.15). Differences were not observed in Spanish-language skills, child-teacher attachment, or behavior problems in preschool.

大多数早期护理和教育 (ECE) 计划服务于 3-5 岁的儿童，但招收年龄较小的儿童有可能成倍增加 ECE 招收的好处。本研究检查了幼儿（18-35 个月；n=450）与学龄前儿童（36-48 个月；n=2,356）入学的儿童和家庭的特征，然后测试了幼儿入学高质量 ECE 对秋季和学龄前儿童的影响。仅限英语和西班牙语双语学习者 (DLL) 的春季学前教育成果。使用倾向得分权重平衡组。对于 DLL 和以英语为主导的同龄人，幼儿入学率与父母教育、特殊需要状况、粮食不安全和单亲家庭状况存在差异。幼儿入学与更好的英语语言技能有关（秋季 ES=0.13-0.47；春季 ES=0.10-0。43) 和教师评价的自控能力（秋季 ES=0.12-0.15；春季 ES=0.12-0.19）低于使用相同语言的同龄人。学步时入学的只会说英语的儿童在学前班入学时被评为更独立 (ES=0.15)。在西班牙语技能、儿童教师依恋或学前班行为问题方面没有观察到差异。