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Der prägende Einfluss des Elternhauses kann durch institutionelle Frühförderung nicht aufgehoben werden ...

„Participation in ECEC (Anm.: ECEC = Early Childhood Education and Care) does not close the academic performance gap between advantaged and disadvantaged students, even when accounting for the duration of exposure to ECEC (i.e. age of entry to ECEC): Students from higher socioeconomic status households outperform their peers from lower socioeconomic status households.“
Dr. Elizabeth A. Shuey u. a., „The Power and Promise of Early Learning“ (2018), S. 56