|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|4938171||1363636||2018||13 صفحه PDF||ندارد||دانلود کنید|
â¢Associations between multiple arrangements and school readiness were estimated.â¢Number of arrangements were generally unrelated to school readiness.â¢Number and type of arrangements were related to school readiness.â¢Associations depended on timing of care arrangements in relation to child age.
Nationally, nearly one in five children younger than age 5 experiences multiple, concurrent child care arrangements. Yet, it remains unclear whether the use of multiple arrangements contributes to school readiness at kindergarten-entry, or whether these associations vary by the timing of multiple arrangements and the type(s) of care used. Using nationally-representative data (NÂ =Â 6450), this study estimated associations between experiencing multiple arrangements at ages 9 months, 2 years, and 4 years and childrenâs school readiness in the fall of kindergarten. It also examined whether these associations depend on the type(s) of care combined. Results from OLS and propensity score weighted regression models suggest that multiple arrangements are associated with positive, neutral, or negative school readiness outcomes depending on both the timing and the type(s) of care used.
Journal: Early Childhood Research Quarterly - Volume 42, 1st Quarter 2018, Pages 170-182