Thesis (Ed.D.)--Teachers College, Columbia University, 1970. / Typescript; issued also on microfilm. Sponsor: Henry J. Rissetto. Dissertation Committee: Millie Almy. Includes bibliographical references.

Preschool attendance is widely recognized as a key ingredient for later socioeconomic success, mothers' labor market participation, and leveling the playing field for children from disadvantaged backgrounds. However, the empirical evidence for these claims is still relatively scarce, particularly in Europe. Using data from the 2011 Austrian European Union Statistics of Income and Living Conditions (EU-SILC), we contribute to this literature in all mentioned dimensions. In particular, we investigate the effect of preschool attendance on an individual's later educational attainment, the probability that they work full time and their hourly wages, the likelihood of the mother working when the child is 14 years old, and on the overall distribution of wages. We find strong and positive effects of preschool attendance on educational attainment, the probability of working full time, hourly wages, and the probability that the mother is in the labor market. Full time workers at the bottom and the top of the distribution tend to benefit less than those in the middle. Women in particular benefit more in terms of years of schooling and the probability of working full time. Other disadvantaged groups (second migration migrants; people with less educated parents) also often benefit more in terms of education and work. (authors' abstract) / Series: Department of Economics Working Paper Series

Preschool attendance is widely recognized as a key ingredient for later socioeconomic success, mothers' labor market participation, and leveling the playing field for children from disadvantaged backgrounds. However, the empirical evidence for these claims is still relatively scarce, particularly in Europe. Using data from the 2011 Austrian European Union Statistics of Income and Living Conditions (EU-SILC), we contribute to this literature by studying the effects of having attended preschool for the adult Austrian population. We find strong and positive effects of preschool attendance on later educational attainment, the probability of working full time, hourly wages, and the probability that the mother is in the labor market. Full time workers at the bottom and the top of the distribution benefit less than those in the middle. Women in particular benefit more in terms of years of schooling and the probability of working full time. Other disadvantaged groups (second generation migrants; people with less educated parents) also often benefit more in terms of education and work.

Thesis (Ed. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.

L'approche démocratique des CPE est reconnue pour favoriser les compétences sociales des enfants. Or, bien que les hommes ne représentent que 4 % du personnel éducateur, des études relatent que leurs approches diffèrent de celles des femmes, et que cette complémentarité peut contribuer au développement positif des enfants. La présente étude a pour objectifs: 1) d'évaluer le lien entre trois aspects des conduites éducatives démocratiques des éducateurs et des éducatrices (la qualité des consignes, le partage du contrôle et les échanges affectifs) et les compétences sociales des enfants; 2) vérifier s'il existe des différences entre les éducatrices et les éducateurs sur ces trois aspects des conduites éducatives. Les données ont été recueillies à partir de l'observation directe de 17 éducateurs et de 19 éducatrices en situation de jeu dyadique avec un garçon et une fille (62 observations au total). Les conduites éducatives sont évaluées à partir d'une grille de fréquence et les compétences sociales par le Profil Socio-Affectif (Dumas et coll., 1995).