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ERIC Number: EJ992621
Record Type: Journal
Publication Date: 2012
Pages: 32
Abstractor: As Provided
Reference Count: 151
ISSN: ISSN-0300-4430
A Quasi-Experimental Study into the Relations between Families' Social and Cultural Background and Children's Creche Experience and Global Cognitive Competence in Primary School
Burger, Kaspar
Early Child Development and Care, v182 n7 p875-906 2012
This study analysed the role of both sociocultural background and exposure to a creche on children's development of cognitive competence in Switzerland. Data were derived from a survey on children's cognitive proficiency after enrolment to primary school. Correlations and multiple linear regressions indicate that creche experience was not related to children's cognitive proficiency when sociocultural background characteristics were held constant, irrespective of duration and intensity of exposure. However, social and cultural background variables were related significantly to children's competence, suggesting that sociocultural disparities begin to affect children's skills early in life. The results are contextualised within the field of early childhood care and education research, and a number of explanations concerning the absence of effects of creche are discussed. The findings are discussed in terms of implications for policy. They might encourage policymakers to supply socially disadvantaged children growing up in impoverished learning environments with enriched services and special interventions. (Contains 5 tables and 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland