[article] 
inJournal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.138-139

Titre :	Commentary: Beyond more of the same – sustaining the benefits of preschool education – reflections on Bierman et al. (2016)
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Deborah A. PHILLIPS, Auteur
Année de publication :	2017
Article en page(s) :	p.138-139
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	Preschool education is now firmly linked to two aspirational purposes: as the first step on a trajectory of academic and life success for all children and as wise economic policy for the nation. Both purposes are grounded in an assumption that the early developmental boost children receive from preschool will produce lasting impacts. However, efforts to identify enduring impacts of contemporary preschool programs have produced mixed evidence, leading the field to acknowledge that we have yet to adequately understand the essential conditions and processes in early education classrooms that increase the odds that children will flourish in school and thrive in their adult lives.
En ligne :	http://dx.doi.org/10.1111/jcpp.12674
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299

[article] Commentary: Beyond more of the same – sustaining the benefits of preschool education – reflections on Bierman et al. (2016) [Texte imprimé et/ou numérique] / Deborah A. PHILLIPS, Auteur . - 2017 . - p.138-139.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.138-139

Index. décimale :	PER Périodiques
Résumé :	Preschool education is now firmly linked to two aspirational purposes: as the first step on a trajectory of academic and life success for all children and as wise economic policy for the nation. Both purposes are grounded in an assumption that the early developmental boost children receive from preschool will produce lasting impacts. However, efforts to identify enduring impacts of contemporary preschool programs have produced mixed evidence, leading the field to acknowledge that we have yet to adequately understand the essential conditions and processes in early education classrooms that increase the odds that children will flourish in school and thrive in their adult lives.
En ligne :	http://dx.doi.org/10.1111/jcpp.12674
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299