This study examined the links between classroom skill compositions and preschoolers’ early learning and development in the nationally representative Head Start Family and Child Experiences Survey 2014 (FACES, n = 1,711 children/207 classrooms) and public pre-K programs in a county in Virginia (n = 1,467 children/123 classrooms). Results from a series of covariate-adjusted multilevel regression models revealed that there were small within-domain associations between classmates’ skill mean and individual children’s academic and executive function skill development in FACES, but not in the Virginia data. There were no consistent associations across skill domains nor as a function of classmates skills’ heterogeneity. In addition, we found little evidence that these associations between classroom skill compositions and individual children’s development varied by children’s initial skill levels, family income, maternal education, and home language. When taken together, these findings inform the discourse on peer influences on children’s learning in early childhood. (author abstract)
Classroom skill compositions and preschoolers’ early academic and executive function outcomes
Description:
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
State(s):
Virginia
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- Related Studies
- You May Also Like
These resources share similarities with the current selection.
Executive function and learning behaviors: Associations with academic skills among preschoolers
Reports & Papers
The relation between classroom age composition and children’s language and behavioral outcomes: Examining peer effects
Reports & Papers
Chronic absenteeism and preschool children's executive functioning skills development
Reports & Papers