Publication year
2015Number of pages
8 p.
Source
Learning and Individual Differences, 43, (2015), pp. 92-99ISSN
Publication type
Article / Letter to editor

Display more detailsDisplay less details
Organization
SW OZ BSI OLO
Radboud Docenten Academie
Journal title
Learning and Individual Differences
Volume
vol. 43
Page start
p. 92
Page end
p. 99
Subject
Cultivating Creativity in Education; Learning and PlasticityAbstract
This study examines vocabulary growth and stability over time in 385 young children (two to four years of age) who attended a preschool. The relation between child, family, and institutional factors (i.c gender, age, socioeconomic status (SES), family background (native/non-native), teacher education, teacher experience, and preschool quality) and vocabulary development was studied. Structural Equation Modeling revealed that initial vocabulatylevel was mainly predicted by child and family factors, such as age, SES and family background, and that later vocabulary and vocabulary growth were additionally predicted by preschool factors. Interactions between preschool factors and family background indicated that with a highly educated teacher non-native children had higher vocabulary scores, and that using an Early Childhood Education (ECE) program resulted in higher vocabulary scores for children from a native Dutch background.
This item appears in the following Collection(s)
- Academic publications [205104]
- Faculty of Social Sciences [27390]
- Radboud Graduate School of Education [1411]
Upload full text
Use your RU credentials (u/z-number and password) to log in with SURFconext to upload a file for processing by the repository team.