Long-term benefits of full-day kindergarten: a longitudinal population-based study

In the first longitudinal, population-based study of full-day kindergarten (FDK) outcomes beyond primary school in Canada, we used linked administrative data to follow 15 kindergarten cohorts (n ranging from 112 to 736) up to grade 9. Provincial assessments conducted in grades 3, 7, and 8 and course...

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Detalles Bibliográficos
Autores principales: Brownell, M.D., Nickel, N.C., Chateau, D., Martens, P.J., Taylor, C., Crockett, L., Katz, A., Sarkar, J., Burland, E., Goh, C.Y.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Routledge 2015
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4299551/
https://www.ncbi.nlm.nih.gov/pubmed/25632172
http://dx.doi.org/10.1080/03004430.2014.913586

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4299551/
https://www.ncbi.nlm.nih.gov/pubmed/25632172
http://dx.doi.org/10.1080/03004430.2014.913586

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