The Influence of Education and Home Environment on the Cognitive Outcomes of Preschool Children in Germany
Table 1
Descriptive statistics of all variables.
Cognition (t1)
Cognition (t1)
Description and range (min-max)
Mean SE
Mean SE
Mean SE
t-test
Cognition (t1)
Magic window
(0–15)
7.43
(3.39)
Face recognition
(0–15)
7.20
(2.95)
Gestalt closure
(0–20)
5.43
(3.04)
Cognition (t2)
Magic window
(0–15)
10.63
(2.59)
9.59
(2.83)
11.57
(1.92)
*
Face recognition
(0–15)
10.44
(2.58)
10.04
(2.82)
10.80
(2.28)
*
Gestalt closure
(0–23)
10.27
(3.61)
8.73
(3.54)
11.65
(3.07)
*
Home environment (t1)
Story telling
(1–7)
5.21
(2.07)
4.79
(2.20)
5.59
(1.86)
*
Reading aloud
(1–7)
5.55
(1.99)
4.92
(2.21)
6.11
(1.57)
*
Playing cards
(1–7)
4.92
(1.87)
4.68
(2.05)
5.14
(1.66)
*
Years of parental education
(0–13)
10.03
(2.54)
9.30
(2.70)
10.70
(2.19)
*
Ratio of Turkish
(0-1)
0.49
0.64
0.36
*
Age (t1)
(34–51)
42.13
(3.79)
40.79
(3.71)
43.33
(3.44)
*
Age (t2)
(45–64)
54.76
(4.03)
53.40
(4.02)
55.98
(3.64)
*
Preschool attendance (t2)
(0–62)
17.97
(7.40)
16.45
(6.98)
19.33
(7.51)
*
Time span (t2-t1)
(9–17)
12.63
(1.39)
12.61
(1.34)
12.65
(1.43)
N
1009
477
532
Note. Own calculations with data of the project “Preschool Education and Educational Careers among Migrant Children”. Cognition (t1) is a subsample of all children who have below the mean Cognition (t1). Cognition (t1) contains all children scores above the mean. The results of a two-group mean comparison test. *Significant .
