Many studies have established that there are important life-long benefits of attending pre-K. At the same time, recent research suggests that pre-K attenders may enter and exit kindergarten exhibiting less optimal social and learning behaviours than their non-attending peers, and little attention has been paid to what factors may contribute to these patterns of development after children enter kindergarten. The current study will address these gaps in knowledge using nationally representative data from the Early Childhood Longitudinal Study Kindergarten Class of 2011 to examine the social and learning behaviours of pre-K attenders and nonattenders at kindergarten entry and exit. Moreover, we will determine the extent to which children's social and behavioural skills change at differential rates across the kindergarten year as a function of pre-K attendance and their kindergarten classroom experiences, with a focus on the academic rigour, activity settings and teacher-student relationships.

中文翻译：

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学前班出勤率和社会发展：幼儿园课堂体验的调节作用

许多研究已经证实，参加学前班对终生有重要的好处。与此同时，最近的研究表明，学前班的参加者在进入和离开幼儿园时可能表现出比未参加幼儿园的同龄人表现出不太理想的社交和学习行为，并且很少有人关注哪些因素可能会影响儿童入学后的这些发展模式。进入幼儿园。本研究将利用 2011 年幼儿纵向研究幼儿园班级的全国代表性数据来解决这些知识差距，以检查学前班参加者和非参加者在幼儿园进入和退出时的社交和学习行为。此外，我们将根据学前班出勤率和幼儿园课堂体验来确定儿童的社交和行为技能在整个幼儿园期间以不同速率变化的程度，重点关注学术严谨性、活动设置和师生关系关系。