The Impact of Junior Kindergarten on Behaviour in Elementary School Children

The Impact of Junior Kindergarten on Behaviour in Elementary School Children

The Impact of Junior Kindergarten on Behaviour in Elementary School Children

The Impact of Junior Kindergarten on Behaviour in Elementary School Childrens

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Référence bibliographique [4644]

Pagani, Linda, Larocque, Denis, Tremblay, Richard E. et Lapointe, Pierre. 2003. «The Impact of Junior Kindergarten on Behaviour in Elementary School Children ». International Journal of Behavioral Development, vol. 27, no 5, p. 423-427.

Fiche synthèse

1. Objectifs


Intentions :
« Using the same data set, this study examines the impact of junior kindergarten on children’s behavioural development, above and beyond regional differences and individual/household factors. » (p. 424)

Questions/Hypothèses :
« It was hypothesised that earlier schooling would help children learn behavioural control skills for participating in group settings like the elementary classroom. We also hypothesised that junior kindergarten attendance would reduce the risk gap for behavioural problems between children from poor families and those from nonpoor families. » (p. 424)

2. Méthode


Échantillon/Matériau :
« The sample comprised 4828 children from 3837 Canadian households that participated in the first cycle of the National Longitudinal Survey of Children and Youth (NLSCY). » (p. 424)

Instruments :
- « Family functioning. Developed by researchers at Chedoke- McMaster Hospital and McMaster University (D. Offord & M. Boyle), this scale assesses problem solving, communication, roles, affective responsiveness, affective involvement, and behavioural control. » (p. 424)
- « There are two versions of the five behavioural measures [hyperactive behaviour, prosocial behaviour, emotional disorder, physical aggression and indirect aggression] that were developed for the NLSCY in collaboration with University of Montreal (R. E. Tremblay) and Chedoke- McMaster Hospital (D. Offord & M. Boyle). One version is from the PMK questionnaire and the other is from the teacher questionnaire, resulting in 10 different scales. » (p. 425)

Type de traitement des données :
Analyse statistique

3. Résumé


« Using data from the first cycle of the National Longitudinal Survey of Children and Youth, this study examines the impact of junior kindergarten on children’s behavioural development, above and beyond regional differences and individual/household factors. It was hypothesised that earlier schooling would help children learn behavioural control skills for participating in group settings like the elementary school classroom. Research has established that children from disadvantaged environments face an increased risk of behavioural problems, usually by virtue of accompanying risk factors. As such, we hypothesised that junior kindergarten attendance would reduce the risk gap for behavioural problems between children from economically disadvantaged and advantaged families. The results revealed that on the whole, junior kindergarten did not seem to decrease problem behaviour. These results are above and beyond a number of controls (sex, age, region, SES, family functioning, family configuration, education, and family size). Although children from disadvantaged environments exhibited more behaviour problems, attending junior kindergarten did not reduce the risk gap for behavioural difficulties between children from lower SES and higher SES backgrounds. » (p. 423)