ECEC quality matters for boys: gender differences in the long-term associations between ECEC quality and academic outcomes

Abstract

This study investigated gender differences in the effects of Early Childhood Education and Care (ECEC) quality aspects (ITERS-R) measured at age three on cognitive outcomes at age three and academic outcomes at age ten. With longitudinal data from 1112 children in 206 ECEC classrooms, Structural Equation Modelling was used, with a latent approach to ECEC quality aspects. While no significant effects were found using the total sample, dividing the sample by gender revealed significant long-term associations for boys. The latent variables representing ITERS-R subscales Space and Furnishings (1), Listening and Talking (3), Activities (4), and Interaction (5) showed positive associations with boys’ academic outcomes, but only the effects of the subscales Listening and Talking (3), and Interaction (5) differed significantly across the genders. The study underscores the importance of considering longitudinal approaches and gender differences in evaluating ECEC quality effects.