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Recent research suggests that young children from low-income homes benefit most from participating in high-quality early childhood environments (Geoffroy et al., 2010). It has been further suggested that a high-quality preschool experience can mitigate the link between poverty and difficulties with school readiness (Ladd, 2017). In order to investigate this further, we will test the effects of interactions between classroom quality and maternal education levels and family income on children’s school readiness skills in a comprehensive battery of assessments, including assessments of self-regulation skills, academic skills in math and literacy, and social and emotional skills. We predict that children living in homes with parents with lower educational levels and lower income will benefit the most in their school readiness skills gains across the preschool year if they attend preschool at a high-quality early childhood classroom.

Publication Date

4-18-2018

Project Designation

Course Project

Primary Advisor

Mary Fuhs

Primary Advisor's Department

Psychology

Keywords

Stander Symposium poster

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Presenter: Maddy Leigh Weimer

The Role of High-Quality Preschool Experiences in School Readiness Skills Gains

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