Early educational experiences as a foundation for academic success (MoBaEarlyEd)

  • Funded by The Research Council of Norway (RCN)
  • Total publications:1 publications

Grant number: 325712

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Key facts

  • Disease

    COVID-19
  • Start & end year

    2021
    2025
  • Known Financial Commitments (USD)

    $1,366,238.34
  • Funder

    The Research Council of Norway (RCN)
  • Principal Investigator

    Ragnhild E Brandlistuen
  • Research Location

    Norway
  • Lead Research Institution

    FOLKEHELSEINSTITUTTET
  • Research Priority Alignment

    N/A
  • Research Category

    Secondary impacts of disease, response & control measures

  • Research Subcategory

    Social impacts

  • Special Interest Tags

    N/A

  • Study Type

    Non-Clinical

  • Clinical Trial Details

    N/A

  • Broad Policy Alignment

    Pending

  • Age Group

    Not Applicable

  • Vulnerable Population

    Not applicable

  • Occupations of Interest

    Not applicable

Abstract

Importance of early experiences in kindergarten and school for later development and education Low education is associated with high mortality and poorer health. Knowledge about how we can best support children's educational journeys from an early age can therefore have major public health benefits. In Norway, 97% of all children attend kindergarten before they start school. The quality varies. Attending high-quality kindergarten may provide benefits for later school outcomes, but whether this effect persists beyond the early school years is still uncertain. More knowledge is needed from studies that follow the same individuals over time. Historical events and social experiences from kindergarten and school also affect children's well-being, school motivation and achievement. However, we lack good studies on how the experience of experiencing the Covid-19 pandemic or social conditions such as being bullied in early school age can play a role in how kindergarten quality and later school outcomes are related. Our goal in this study is to generate new knowledge about how we can ensure favorable upbringing conditions in kindergarten and school when we take the Covid-19 pandemic and social conditions into account. We will study the importance of early relationships with teachers for later developmental trajectories and school outcomes such as grades and test scores. Furthermore, we will investigate whether genetic predisposition, gender, socioeconomic background, birth weight and prematurity can change the importance of early educational experiences for later development and education. By using unique data that follows the same children over time from the Norwegian Mother, Father and Child Survey (MoBa) linked to register data from the Norwegian Education Database (NUDB), we will generate new knowledge with significance for interventions and prevention. This knowledge will ultimately be able to provide more children with good educational opportunities and better health.

Publicationslinked via Europe PMC

Last Updated:32 minutes ago

View all publications at Europe PMC

Navigating early risks: Differential outcomes in middle childhood and the compensatory role of kindergarten experiences.