Longer-term effects of a high-quality preschool intervention on childrens mathematical development through age 12: Results from the German model project Kindergarten of the Future in Bavaria

Authors

  • Simone Lehrl
  • Katharina Kluczniok
  • Hans-Guenther Rossbach
  • Yvonne Anders

Abstract

The present study examines how attending the German model project Kindergarten of the Future in Bavaria (KiDZ), which provided 138 children (aged 3 to 6) with traditional preschool stimulation combined with cognitive and domain-specific stimulation, is associated with childrens competencies in mathematics in the long-term run up to age 12 compared to a control group of 53 children.

Controlling for child and family background measures, attending KiDZ was positively associated with mathematical competencies at the age of 12 compared to the control group not attending. Those effects are mediated through grade and preschool quality. Furthermore results show, that preschool quality is associated with higher competencies in mathematics at age 12, even when controlling for numerical skills at preschool and primary school age. The results argue that preschool quality influences mathematical development over and above those effects detected earlier in preschool . Thus, the academically oriented high-quality preschool  intervention KiDZ lays not only the foundation for a good start in school but also for later development in secondary school.

Downloads

Published

2017-10-08

Issue

Vol. 4 No. 3 (2017): Global Trends in Early Childhood Practice: Working within the Limitations of The Global Education Reform Movement

Section

Theme Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

    1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).