The Role of Preschool Dosage and Quality in Children’s Self-Regulation Development

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dc.coverageDOI: 10.1007/s10643-022-01399-y
dc.creatorMelo, Carolina
dc.creatorPianta, Robert C.
dc.creatorLoCasale-Crouch, Jennifer
dc.creatorRomo, Francisca
dc.creatorAyala, M. Constanza
dc.date2022
dc.date.accessioned2025-11-18T19:42:17Z
dc.date.available2025-11-18T19:42:17Z
dc.description<p>The present study examined how the dosage and quality of the federal preschool program “Head Start” (HS) in the US related to children’s self-regulation skills in kindergarten. Using Propensity Score Matching and multiple regression (OLS), this study explored how the number of years and hours a week of HS were related to self-regulation among 2,383 children, who entered the program either at 3 or 4 years old. An additional year in HS was significantly positively associated with self-regulation in kindergarten, while the number of hours a week in HS was not. However, the quality of teacher–child interactions moderated the relation between hours a week in HS and self-regulation. Findings contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to children’s development.</p>eng
dc.identifierhttps://investigadores.uandes.cl/en/publications/f75f18a6-482b-4aba-8446-13881ac79b84
dc.identifier.urihttps://repositorio.uandes.cl/handle/uandes/52261
dc.languageeng
dc.rightsinfo:eu-repo/semantics/openAccess
dc.sourcevol.52 (2022) date: 2022-11-01 p.55-71
dc.subjectDosage
dc.subjectPreschool
dc.subjectSelf-regulation
dc.subjectTeacher–child interactions
dc.subjectSDG 4 - Quality Education
dc.titleThe Role of Preschool Dosage and Quality in Children’s Self-Regulation Developmenteng
dc.typeArticleeng
dc.typeArtículospa
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