"Is It a Dairy Product or Food for Breakfast?" Impact of Preschool Attendance on Children's Categorical Abilities

Autor/in	Aslan, Durmus
Titel	"Is It a Dairy Product or Food for Breakfast?" Impact of Preschool Attendance on Children's Categorical Abilities
Quelle	In: Issues in Educational Research, 30 (2020) 3, S.809-827 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Preschool Education; Attendance; Classification; Foreign Countries; Preschool Children; Elementary School Students; Knowledge Level; Ability; Preferences; Turkey + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Anwesenheit; Classification system; Klassifikation; Klassifikationssystem; Ausland; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Wissensbasis; Fähigkeit; Fertigkeit; Türkei
Abstract	Past research has shown that schooling has a significant impact on individuals' categorical abilities; however, little is known about the effect of preschool attendance on these abilities. The purpose of this study was to explore the impact of preschool education on Turkish children's categorical preferences and categorical achievement. In the study, in order to investigate the short and long-term effects of preschool attendance, primary school children were included in the sample as well as preschoolers. Thus, the sample consisted of 200 children from three different age groups (five-year-olds, first and third grade). Half of the children attended preschool (preschool group), half did not (non-preschool group). Data were collected through individual interviews. As data collection tools, conflict and non-conflict triads were used. Conflict triads were utilised to determine children's categorical preferences, while non-conflict triads were used to evaluate children's categorical achievement. Children were asked to indicate which option was in the same category with the target. Findings showed that there was a significant difference between preschool and non-preschool groups in categorical preferences. Preschool attendance also had a significant effect on children's categorical achievement. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01