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Preschool quality effects on learning behavior and later achievement in Germany: Moderation by socioeconomic status
D. Schmerse

Preschool quality effects on learning behavior and later achievement in Germany: Moderation by socioeconomic status

Child Development. https://doi.org/10.1111/cdev.13357

This study investigates whether children’s preschool experiences are associated with later achievement via enhanced learning behaviors using data from a German longitudinal study following children (N = 554) from age 3 in preschool to age 8 in second grade. There were two main findings. First, results suggest that more positive learning behaviors at school entry mediate effects of teacher–child interactions in preschool on second-grade achievement. Second, these effects varied by parental socioeconomic status (SES) indicating that low-SES children benefited the most. The findings highlight the role of preschool classroom environments in shaping the school readiness of children with socioeconomic risk factors.