当前位置: X-MOL 学术Child Dev. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Medium-term protective effects of quality early childhood education during the COVID-19 pandemic in Ghana
Child Development ( IF 5.661 ) Pub Date : 2022-07-12 , DOI: 10.1111/cdev.13824
Sharon Wolf 1 , Elisabetta Aurino 2 , Noelle M Suntheimer 1 , Esinam A Avornyo 3 , Edward Tsinigo 4 , Jere R Behrman 5 , J Lawrence Aber 6
Affiliation  

The COVID-19 pandemic led to extended school closures globally. Access to remote learning opportunities during this time was vastly unequal within and across countries. Higher-quality early childhood education (ECE) can improve later academic outcomes, but longer-term effects during crises are unknown. This study provides the first experimental evidence of how previously attending a higher-quality ECE program affected child engagement in remote learning and academic scores during pandemic-related school closures in Ghana. Children (N = 1668; 50.1% male; Mage = 10.1 years; all Ghanaian nationals) who attended higher-quality ECE at age 4 or 5 years had greater engagement in remote learning (d = .14) in October 2020, but not better language and literacy and math scores. Previous exposure to higher-quality ECE may support educational engagement during crises.

中文翻译:

加纳 COVID-19 大流行期间优质幼儿教育的中期保护作用

COVID-19 大流行导致全球学校停课时间延长。在此期间,获得远程学习机会在国家内部和国家之间极不平等。高质量的幼儿教育 (ECE) 可以改善以后的学业成绩,但危机期间的长期影响尚不清楚。这项研究提供了第一个实验证据,证明在加纳与流行病相关的学校停课期间,以前参加过高质量的 ECE 计划如何影响儿童参与远程学习和学业成绩。 在 4 岁或 5 岁时参加高质量 ECE 的儿童(N  = 1668;50.1% 为男性;M年龄= 10.1 岁;所有加纳国民)参与远程学习的程度更高( d = .14) 在 2020 年 10 月,但不是更好的语言和识字和数学成绩。以前接触过更高质量的 ECE 可能会支持危机期间的教育参与。
更新日期:2022-07-12
down
wechat
bug