Children and early schooling effects
A couple of articles from the Berkley Electronic Press present some narrow but interesting things about child development.
Maria D. Fitzpatrick suggests:
For disadvantaged children residing in small towns and rural areas, Universal Pre-K availability increases both reading and mathematics test scores at fourth grade as well as the probability of students being on-grade for their age.
But she goes on to say that other demographic groups didn’t see the same level of improvement. Given the group described it would seem that the opportunity for socialization, likely very reduced for disadvantaged rural children, would be the biggest benefit.
David M. Welsch & David M. Zimmer find that:
children who are likely to receive after-school adult supervision from a family member possess unmeasured personal- or family-specific traits that induce improved cognitive performance. In contrast, children who are likely to receive supervision from nonfamily members possess unmeasured traits that lead to lower cognitive outcomes.
This suggests that care delivered by trusted and familiar individuals is likely to create a more relaxed environment where extra learning is more easily achieved.
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