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Does an integrated, wrap-around school and community service model in an early learning setting improve academic outcomes for children from low socioeconomic backgrounds?
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Newman, Shannon, McLoughlin, June, Skouteris, Helen, Blewitt, Claire, Melhuish, Edward and Bailey, Cate (2022) Does an integrated, wrap-around school and community service model in an early learning setting improve academic outcomes for children from low socioeconomic backgrounds? Early Child Development and Care, 192 (5). pp. 816-830. doi:10.1080/03004430.2020.1803298 ISSN 0300-4430.
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WRAP-does-integrated-wrap-around-school-community-service-model-Skouteris-2022.pdf - Accepted Version - Requires a PDF viewer. Available under License Creative Commons: Attribution-Noncommercial 4.0. Download (1450Kb) | Preview |
Official URL: http://dx.doi.org/10.1080/03004430.2020.1803298
Abstract
Many children start school developmentally vulnerable and struggle to keep up with their peers. Children experiencing socioeconomic-disadvantage are at higher risk of poor developmental outcomes. A high-quality education and wrap-around community-service model, such as the Doveton Model, at Doveton College, Australia, may improve outcomes for families experiencing entrenched disadvantage. This study focussed on the effect of this model on early-learning (pre-formal schooling) for school entry readiness and academic achievement over the subsequent four years. Students who did/did not attend the Doveton Model Early-Learning-Centre were compared using standard reading, oral-language, writing and numeracy tests from school-entry to Year 3. There was a trend towards higher academic achievement for students who attended Doveton early-learning compared to students who had not. Many tests showed statistically significant differences, despite low sample sizes. This study provides preliminary evidence that attending early-learning within a high-quality, wrap-around service model may have significant academic benefits for disadvantaged children.
Item Type: | Journal Article | ||||||||||
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Subjects: | L Education > LB Theory and practice of education > LB1501 Primary Education | ||||||||||
Divisions: | Faculty of Social Sciences > Warwick Business School | ||||||||||
Library of Congress Subject Headings (LCSH): | Early childhood education, Readiness for school, Education, Preschool , Child development | ||||||||||
Journal or Publication Title: | Early Child Development and Care | ||||||||||
Publisher: | Routledge | ||||||||||
ISSN: | 0300-4430 | ||||||||||
Official Date: | 2022 | ||||||||||
Dates: |
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Volume: | 192 | ||||||||||
Number: | 5 | ||||||||||
Page Range: | pp. 816-830 | ||||||||||
DOI: | 10.1080/03004430.2020.1803298 | ||||||||||
Status: | Peer Reviewed | ||||||||||
Publication Status: | Published | ||||||||||
Reuse Statement (publisher, data, author rights): | This is an Accepted Manuscript version of the following article, accepted for publication in Early Child Development and Care: Newman, Shannon, McLoughlin, June, Skouteris, Helen, Blewitt, Claire, Melhuish, Edward and Bailey, Cate (2022) Does an integrated, wrap-around school and community service model in an early learning setting improve academic outcomes for children from low socioeconomic backgrounds? Early Child Development and Care, 192 (5). pp. 816-830. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited. | ||||||||||
Access rights to Published version: | Restricted or Subscription Access | ||||||||||
Copyright Holders: | Informa UK Limited, trading as Taylor & Francis Group | ||||||||||
Date of first compliant deposit: | 18 August 2022 | ||||||||||
Date of first compliant Open Access: | 18 August 2022 | ||||||||||
RIOXX Funder/Project Grant: |
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