French nursery schools and German kindergartens: effects of individual and contextual variables on early learning |
| |
Authors: | Youssef Tazouti Caroline Viriot-Goeldel Cornélie Matter Anémone Geiger-Jaillet Rita Carol Dominique Deviterne |
| |
Institution: | 1.IUFM de Lorraine/Université Henri Poincaré,Nancy,France;2.Université de Paris Est Créteil,Paris,France;3.IUFM d’Alsace,Strasbourg,France;4.IUFM d’Alsace/Université de Strasbourg,Strasbourg,France;5.IUFM de Lorraine/Université Henri Poincaré,Nancy,France |
| |
Abstract: | The present article investigates the effects of individual and contextual variables on children’s early learning in French
nursery schools and German kindergartens. Our study of 552 children at preschools in France (299 children from French nursery
schools) and Germany (253 children from German kindergartens) measured skills that facilitate the learning of reading, writing
and arithmetic at primary school. We also evaluated educational family practices and parents’ expectations of their children’s
pre-school education. In order to take into account the hierarchical structure of our data, multilevel models were used in
the analysis, which was carried out using MLwiN software version 2.02 (Rasbash et al. 2005). Although French nursery schools emphasise academic learning, we did not find any significant differences in overall performances
between the French and German samples. However, significant differences were obtained for some subscale results. In addition,
our results indicate that individual and contextual variables have an impact on the differences observed between children
from the two countries. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|