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This longitudinal study aimed at examining the relationship between children's task persistence, mothers' academic help, and the development of children’s literacy skills (reading and spelling) at the beginning of primary school. The participants were 870 children, 682 mothers, and 53 class teachers. Data were collected three times – at the beginning and the end of Grade 1 and at the end of Grade 2. Better literacy skills predicted higher persistence in completing school tasks and, correspondingly, higher persistence was related to better subsequent skills. Also, lower task persistence at the end of Grade 1 corresponded to more frequent academic help from mothers in Grade 2. Moreover, children’s literacy skills predicted mother’s later academic help via task persistence: the lower the children’s literacy skills were, the less task persistence children exhibited, and the more mothers engaged in academic help later on. 相似文献
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《Early childhood research quarterly》2000,15(3):307-329
Increasing evidence suggests that aspects of children’s learning-related social skills (including interpersonal skills and work-related skills) contribute to early school performance. The present investigation examined the association of work-related skills to academic outcomes at the beginning of kindergarten and at the end of second grade as well as characteristics of children with low work-related skills. Children were selected from a sample of 540 children based on low work-related skills scores on the Cooper-Farran Behavioral Rating Scales, a teacher-rated scale. Results indicated that work-related skills predicted unique variance in academic outcomes at school entry and at the end of second grade, after controlling for kindergarten academic score and important background variables. In addition, children with poor work-related skills (n = 82) were found to differ from the overall sample on a number of child, family, and sociocultural variables including: significantly lower IQs, more behavior difficulties, and more medical problems, such as hearing and language problems. Finally, children with low work-related skills scored lower on academic outcomes at the beginning of kindergarten and at the end of second grade. Findings highlight the importance of early work-related skills in understanding successful school transition and early academic achievement. 相似文献
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Eija Pakarinen Marja‐Kristiina Lerkkanen Anna‐Maija Poikkeus Martti Siekkinen Jari‐Erik Nurmi 《教育心理学》2011,31(1):37-53
This study examined the extent to which kindergarten children’s academic pre‐skills are associated with their teachers’ subsequent teaching practices. The pre‐skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System instrument to observe 49 kindergarten teachers on their emotional support, classroom organisation and instructional support in kindergarten in the spring. The results of the multilevel modelling showed that low levels of academic pre‐skills in kindergarten classrooms in the fall predicted high classroom quality in the classrooms later on. The results suggest that the overall level of children’s academic pre‐skills in the classroom plays an important role in the ways in which teachers adapt their instructional practices to the needs of a particular classroom. 相似文献
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Research Findings: Recent research and teacher reports have highlighted the importance of early behavior skills for children’s school readiness and academic success in elementary school. Significant gaps in school readiness and achievement exist between children in poverty and those more affluent. Low-income children are also more likely to exhibit behavior concerns than their more financially advantaged peers. The current study examined the importance of behavior skills at age 4 for school readiness and academic achievement in kindergarten among an ethnically diverse sample of 1,618 low-income children (63% Latino, 37% Black) in an urban setting. Children’s early behavior concerns at age 4 were significantly associated with children’s school readiness scores and end-of-year kindergarten grades above and beyond the contributions of family and child demographics and children’s early cognitive and language skills. In addition, behavior problems were more strongly related to school readiness and kindergarten performance within English-dominant Latino children as opposed to Spanish-dominant Latino children. Practice or Policy: The findings from the current study provide support for targeting behavior skills, and not just preliteracy and/or number skills, prior to school entry as a strategy to increase the likelihood of low-income diverse children’s school readiness and school success. Behavior interventions are discussed. 相似文献
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This study examined the association between preschool children’s social-interpersonal skills and their transition to school in the beginning months of kindergarten. One hundred and thirty-three preschool children participated in this study. During the spring of the pre-kindergarten year, children’s social-interpersonal skills were assessed as well as rated by teachers. In the follow-up year, parents/guardians and teachers reported on children’s adjustment to kindergarten. The results of this study found no association between parents’/guardians’ and teachers’ reports of children’s adjustment and readiness in kindergarten. Children’s social-interpersonal skills were negatively associated with teachers’ reports of children’s kindergarten readiness difficulties. The findings of this study indicate that children’s early social skills, developed prior to entering kindergarten, are important for children’s readiness for school. 相似文献
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The purpose of the present study is to establish how the quality of kindergarten classroom interactions and the frequency of literacy activities affect reading development among Grade 1 children—both those who are at risk and not at risk of developing reading difficulties. Interaction was assessed in terms of classroom organization, and the level of emotional and instructional support offered in 49 kindergarten classrooms in Finland using the CLASS (Classroom Assessment Scoring System). Kindergarten teachers also recorded the frequency of literacy activities in their classrooms. The phonological awareness and letter knowledge of 515 children (i.e., their pre-reading skills) were assessed at the end of kindergarten, as were their reading skills at the start and at the end of Grade 1. Eighty-seven of these children were identified in kindergarten as being likely to develop reading difficulties. The results showed that emotional support and classroom organization in kindergarten were positively associated with the development of children’s reading skills across Grade 1, especially for those prone to reading difficulties. They also showed that frequent literacy activities in kindergarten were positively related to children’s reading skills shortly after entering Grade 1. All the positive longitudinal associations were stronger for those children seen to be at risk of developing reading difficulties than for those not at risk. 相似文献
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Berhenke A Miller AL Brown E Seifer R Dickstein S 《Early childhood research quarterly》2011,26(4):430-441
Emotions and behaviors observed during challenging tasks are hypothesized to be valuable indicators of young children's motivation, the assessment of which may be particularly important for children at risk for school failure. The current study demonstrated reliability and concurrent validity of a new observational assessment of motivation in young children. Head Start graduates completed challenging puzzle and trivia tasks during their kindergarten year. Children's emotion expression and task engagement were assessed based on their observed facial and verbal expressions and behavioral cues. Hierarchical regression analyses revealed that observed persistence and shame predicted teacher ratings of children's academic achievement, whereas interest, anxiety, pride, shame, and persistence predicted children's social skills and learning-related behaviors. Children's emotional and behavioral responses to challenge thus appeared to be important indicators of school success. Observation of such responses may be a useful and valid alternative to self-report measures of motivation at this age. 相似文献
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Kevin K. H. Chung Hongyun Liu Catherine McBride Anita M.-Y. Wong Jason C. M. Lo 《教育心理学》2017,37(4):402-420
The present study investigated the relative importance of executive functioning, parent–child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning, verbal interactions, phonological awareness, visual skills, mathematics and word reading in Chinese and English. Results revealed that low-SES children exhibited lower levels of cognitive-linguistic skills, verbal interactions, reading and mathematics achievement than their middle-SES counterparts. Path analyses also indicated that executive functioning and verbal interactions made significant and direct contributions to mathematics, and indirect contributions to reading through phonological awareness. These results suggest that executive functioning and verbal interactions provide the foundation for phonological awareness and visual skills, which in turn affect reading and mathematics achievement. Overall, findings underscore the potential importance of SES inequalities, cognitive-linguistic skills and parental verbal input to their children for early reading and mathematics achievement. 相似文献
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《Early childhood research quarterly》2004,19(2):337-353
The central question addressed in this study was: What factors are associated with individual differences in academic motivation among first-grade students who were born to low-income adolescent mothers? Data from a 7-year longitudinal study were used to address the question. First-grade teachers assessed academic motivation for 89 children at the end of the school year. We tested a model that children’s experiences in the home prior to school entry influence the developmental trajectories of the children; experiences in the home are likely to influence the cognitive abilities children have when they enter school. More competent children are likely to be more successful on school-related tasks, which in turn, should influence level of motivation in the early elementary grades. The results of a path analysis were consistent with this model. Parenting practices and quality of the home environment during the early childhood period were predictive of children’s receptive language skills at age 4.5 years and achievement in the fall semester of first grade; achievement test scores were, in turn, predictive of academic motivation at the end of first grade. We also expected parental support for achievement after school entry to be related to individual differences in academic motivation, but this hypothesis was not supported. 相似文献
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This longitudinal study assessed the literacy development of native Arabic-speaking children from kindergarten to the end of first grade, focusing on the role of home literacy activities (mother–child shared book reading and joint writing). The contribution of these activities in kindergarten to children’s reading and writing at the end of first grade were evaluated, controlling for family SES and children’s early skills (vocabulary and letter naming). Eighty-eight Arabic-speaking children and their mothers participated in the study. Results revealed that family SES, children’s early skills and home literacy activities in kindergarten correlated with children’s achievements at the end of first grade. Joint writing contributed significantly to children’s literacy in first grade and the contribution of shared reading was almost significant. Joint writing was found to contribute to children’s literacy achievements in first grade beyond book reading. The study extends our knowledge on literacy acquisition in Arabic, highlighting the significance of early parent–child literacy activities as a predictor of Arabic-speaking children’s literacy achievements in school. 相似文献
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Ameneh Shahaeian Cen Wang Elliot Tucker-Drob Vincent Geiger Adriana G. Bus Linda J. Harrison 《Scientific Studies of Reading》2018,22(6):485-502
This study explored longitudinal associations between early shared reading at 2 to 3 years of age and children’s later academic achievement. It examined the mediating role of children’s vocabulary and early academic skills, and the moderating effects of family’s socioeconomic status. Data were drawn from the Longitudinal Study of Australian Children (n = 4,768). Academic achievement was assessed at 8 to 9 years of age via standardized national test scores of literacy and mathematics achievement. Results indicated that early shared reading was associated with children’s academic achievement directly and indirectly through receptive vocabulary and early academic skills. Also, the frequency of early shared reading predicted the outcome measures, over and above other home learning activities. Associations were stronger among low and middle socioeconomic status groups compared to the high socioeconomic status group. We conclude that shared reading offers unique opportunities for adults to teach young children new words and concepts. 相似文献
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《International Journal of Educational Research》2005,43(4-5):250-271
This 3-year longitudinal study examined how motivational tendencies, that is, task orientation and social dependence orientation, as well as cognitive-linguistic prerequisites of reading and math skills (i.e., phonological awareness, rapid naming, oral language comprehension skills, number sequence and basic arithmetic skills) measured in kindergarten (5–6 years), in preschool (6–7 years), and in grade 1, predict decoding, reading comprehension and arithmetic achievement in grade 2. Moreover, the motivational-developmental profiles of children with prospective learning difficulties were compared to the profiles of averagely achieving children. The participants were 139 Finnish-speaking children. Results from regression analyses showed that rapid naming was a unique longitudinal predictor of later decoding skills. Oral comprehension skills accounted for a unique variance in reading comprehension at every time point examined. Motivational orientations started to make unique contributions to subsequent decoding accuracy, reading comprehension and arithmetic from preschool onwards, over and above the effects of prior linguistic and math skills. High task orientation was beneficial for beginning reading, whereas high social dependence orientation was detrimental for reading comprehension and arithmetic. Students who fell behind of others both in reading comprehension and arithmetic experienced the most unfavourable development of motivation already during the first term in grade 1. Implications for instructional practices are discussed. 相似文献
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Brittany L. Rhoades Heather K. WarrenCelene E. Domitrovich Mark T. Greenberg 《Early childhood research quarterly》2011,26(2):182
Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention skills, and first grade academic competence in a sample of mostly disadvantaged children. Results indicate that attention during kindergarten is a significant mediator of this association, even after accounting for the effects of maternal education, family income, and children's age, sex, and receptive vocabulary skills. The findings provide further support for the implementation of preventive curricula that focus on both social and emotional development as well as attentional development as one strategy for improving future academic success in young children. 相似文献
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Diana Leyva 《Early education and development》2019,30(1):114-130
This study examined how parents supported children’s writing and math and whether parents’ support predicted children’s academic skills from the beginning of pre-kindergarten to the end of kindergarten. Two hundred ten Chilean parents from low-income households were observed playing a grocery game with their preschoolers (M = 53 months). The grocery game (a game where dyads make a grocery list together and shop at a pretend store) could be used to foster writing and mathematics. Coders noted how often parents engaged in writing support, provided math support, and displayed directiveness (i.e., taking over the child’s activity). Children’s literacy and math skills were assessed at the beginning of pre-kindergarten and the end of kindergarten. Research Findings. Parents engaged in little writing support but displayed moderate levels of math support and high levels of directiveness in the grocery game. Parents’ math support uniquely predicted gains in children’s math skills, while parents’ directiveness negatively predicted gains in children’s literacy skills. Practice or Policy. Results from this study have the potential to inform parent-focused interventions. Findings highlight the need to provide parents with specific strategies to support their children’s literacy and math development and guidance about embedding these strategies into family routines. 相似文献
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Anne Henry Cash Arya Ansari Kevin J. Grimm Robert C. Pianta 《Early education and development》2019,30(1):60-81
The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias. 相似文献
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This study aimed to investigate the extent to which WM measured in kindergarten predicts WM measured in second grade (stability of individual WM progress) and the extent to which WM measured at kindergarten predicts academic performance at second grade (N?=?94). The results showed that WM skills significantly increase during the time span from Finnish kindergarten to second grade. Verbal (VWM) and visuospatial WM (VSWM) resources seem to develop quite independently, whereas individual progress showed some stability. WM resources measured just before the start of formal school predicted later academic performance and VWM acted as more powerful predictor than VSWM resources. The results have two important educational implications: first, an individual or group-based intervention designed to enhance children’s WM skills would be most important even before the start of school, and second, poor WM skills should be addressed when planning the learning environment beginning in kindergarten. 相似文献
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Almina PARDHAN 《Frontiers of Education in China》2012,7(1):33-64
This paper considers perceptions of children’s learning and classroom practice to support learning in the Pakistani early years educational context. In Pakistan, there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity. Over the course of one academic year, data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study. Findings presented in this paper are based on the interview data of two teachers in the sample, a novice and an experienced teacher. Data analysis examined their perceptions of kindergarten children’s learning and of their practice to support kindergarten children’s learning, taking into consideration the gender perspective. The results showed tensions in the teachers’ perceptions which contrasted between a constructivist approach and a teacher-directed skills approach. Perceptions of their practice reflected a formal, teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching. Several factors, including deep-rooted perceptions as well as curriculum structure, time, number of staff and resources, contributed to this. 相似文献