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Preschool instructional approaches and age 35 health and well-being.

ABSTRACT: In this study we sought to explore the association between preschool instructional approach and health and well-being at age 35 for a large sample of low-income children. Participants included 989 low-income, minority children who attended Child-Parent Center preschools as part of the Chicago Longitudinal Study from 1983 to 1985. Preschool curriculum was obtained from teacher reports and validated by program evaluators. These data were categorized by raters as: high teacher-directed and child-initiated; low teacher-directed and child-initiated; low teacher-directed and high child-initiated; or high teacher-directed and low child-initiated. Data on adult outcomes were obtained through surveys and administrative records. Those in preschool classrooms with high teacher-directed and child-initiated instruction had increased odds of having a livable wage (Odds Ratio(OR) = 2.02, p = 0.001), and decreased odds of felony arrest (OR = 0.39; p < 0.001), jail or incarceration (OR = 0.35, p = 0.001), and conviction (OR = 0.52, p = 0.002) at age 35 than those in low teacher-directed and child-initiated classrooms. Participants experiencing low teacher-directed and high child-initiated instruction had increased odds of having a livable wage (OR = 2.01, p = 0.002) and decreased odds of felony arrest (OR = 0.46; p < 0.001), jail or incarceration (OR = 0.53; p = 0.023), and conviction (OR = 0.57, p = 0.01) at age 35. Findings were consistent across many model specifications and adjustments for potential attrition bias. Child-initiated instruction in preschool is a robust predictor of adulthood well-being. Early education prevention efforts to establish a blend of child-initiated and teacher-directed teaching philosophies affords the opportunity for long-term impacts on economic and criminal outcomes in adulthood.

SUBMITTER: Ernst JR

PROVIDER: S-EPMC8326420 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:A common approach for measuring the effectiveness of an education system or a school is the estimation of the impact that school interventions have on students' academic performance. However, the latest trends aim to extend the focus beyond students' acquisition of knowledge and skills, and to consider aspects such as well-being in the academic context. For this reason, the 2015 edition of the international assessment system Programme for International Student Assessment (PISA) incorporated a new tool aimed at evaluating the socio-emotional variables related to the well-being of students. It is based on a definition focused on the five dimensions proposed in the PISA theoretical framework: cognitive, psychological, social, physical, and material. The main purpose of this study is to identify the well-being components that significantly affect student academic performance and to estimate the magnitude of school effects on the well-being of students in OECD countries, the school effect being understood as the ability of schools to increase subjective student well-being. To achieve this goal, we analyzed the responses of 248,620 students from 35 OECD countries to PISA 2015 questionnaires. Specifically, we considered non-cognitive variables in the questionnaires and student performance in science. The results indicated that the cognitive well-being dimension, composed of enjoyment of science, self-efficacy, and instrumental motivation, as well as test anxiety all had a consistent relationship with student performance across countries. In addition, the school effect, estimated through a two-level hierarchical linear model, in terms of student well-being was systematically low. While the school effect accounted for approximately 25% of the variance in the results for the cognitive dimension, only 5-9% of variance in well-being indicators was attributable to it. This suggests that the influence of school on student welfare is weak, and the effect is similar across countries. The present study contributes to the general discussion currently underway about the definition of well-being and the connection between well-being and achievement. The results highlighted two complementary concerns: there is a clear need to promote socio-emotional education in schools, and it is important to develop a rigorous framework for well-being assessment. The implications of the results and proposals for future studies are discussed.

Project description:The association between COVID-19 social disruption and young children's development is largely unknown. To examine associations of pandemic exposure with neurocognitive and socioemotional development at 24 and 54 months of age. This cross-sectional study evaluated associations between pandemic exposure vs nonexposure and developmental outcomes with covariate adjustment using data from the Ontario Birth Study collected between February 2018 and June 2022. Eligible participants were children aged 24 and 54 months. Data were analyzed from June to November 2022. COVID-19 pandemic exposure defined as assessment after March 11, 2020. Neurodevelopmental assessment using the ASQ-3 (Ages and Stages Questionnaire, Third Edition) and MCHAT-R (Modified Checklist for Autism in Toddlers, Revised) at 24 months of age, and neurocognitive and socioemotional assessment using the National Institutes of Health Toolbox at 54 months of age. A total of 718 children at age 24 months (mean [SD] age, 25.6 [1.7] months; 342 female [47.6%]; 461 White [64.2%]) and 703 at age 54 months (mean [SD] age, 55.4 [2.6] months; 331 female [47.1%]; 487 White [69.3%]) were included. At 24 months of age, 460 participants (232 female [50.4%]) were assessed during the pandemic (March 17, 2020, to May 17, 2022) and 258 (110 female [42.6%]) were assessed prepandemic (April 17, 2018, to March 10, 2020). At 54 months of age, 286 participants (129 female [45.1%]) were assessed from March 14, 2020, to June 6, 2022, and 417 (202 female [48.4%]) were assessed from February 8, 2018, to March 10, 2020. At 24 months of age, pandemic-exposed children had reduced risk of problem-solving difficulties using cutoff scores (odds ratio [OR], 0.33; 95% CI, 0.18-0.62; P = .005) and higher problem-solving (B, 3.93; 95% CI, 2.48 to 5.38; P < .001) compared with nonexposed children. In contrast, pandemic-exposed children had greater risk for personal-social difficulties using cutoff scores (OR, 1.67; 95% CI, 1.09-2.56; P = .02) and continuous scores (B, -1.70; 95% CI, -3.21 to -0.20; P = .02) compared with nonexposed children. At 54 months of age, pandemic-exposed children had higher receptive vocabulary (B, 3.16; 95% CI, 0.13 to 6.19; P = .04), visual memory (B, 5.95; 95% CI, 1.11 to 10.79; P = .02), and overall cognitive performance (B, 3.89; 95% CI, 0.73 to 7.04; P = .02) compared with nonexposed children, with no differences in socioemotional development. This cross-sectional study found both positive and negative associations between pandemic exposure and preschool children's cognitive and emotional well-being within a relatively socioeconomically advantaged sample.

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Preschool instructional approaches and age 35 health and well-being.

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