id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
ger-342	Lehrl, Simone; Kluczniok, Katharina; Rossbach, Hans-Guenther; Anders, Yvonne	Longer-term effects of a high-quality preschool intervention on childrens mathematical development through age 12: Results from the German model project Kindergarten of the Future in Bavaria	2017	18	.pdf	application/pdf	9296	506	50	Generally, there is evidence that preschool quality effects of universal preschool on mathematical outcomes are still present at the age of 11, 14, 15 and 18 (Sammons et al., 2008; Vandell, Belsky, Burchinal, Steinberg, & Vandergrift, 2010; Vandell, Burchinal, & Pierce, 2016); that attendance at high-quality interventions for disadvantaged children is effective for children’s academic outcomes during the preschool phase and later for social and life-coping skills (see Barnett, 2011 for an overview); that effects of teacher-directed, instructional techniques on academic competencies seem to fade out after the preschool period (Anders, 2015); and that quality measures focusing on the domain- specific quality of instruction in preschool classrooms show higher effect sizes for mathematical development than measures focusing on global preschool quality (Anders et al., 2012; Lehrl et al., 2016; Sylva et al., 2006). The few existing longitudinal studies show that higher preschool quality is associated with better academic (including mathematics) outcomes at age 8 (Lehrl et al.; 2016; Hill, Gormley, & Adelstein, 2015), age 11 (Sammons et al., 2008), age 12 (Lehrl et al., 2016), age 15/16 (Sylva et al., 2014; Vandell et al., 2010), and age 18 (Vandell et al., 2016).	cache/ger-342.pdf	txt/ger-342.txt