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1.
The aim of the present longitudinal study was to investigate factors contributing to mothers' and fathers' teaching of reading and mathematics to their children during kindergarten and Grade 1. It was assumed that mothers' and fathers' teaching during kindergarten would be influenced by their socioeconomic status and their own learning difficulties, whereas during Grade 1 by their children's academic performance. A total of 189 mothers and 165 fathers filled in questionnaires regarding their teaching of reading and mathematics twice, once in kindergarten and once in Grade 1. Children's reading and mathematics performance was also examined twice, once in kindergarten and once in Grade 1. The results showed that the lower the socioeconomic status of mothers and fathers, the more teaching of reading and mathematics they reported. Moreover, the lower the children's academic performance in reading and mathematics in the beginning of Grade 1, the more teaching by mothers and fathers reported later on. Overall, the results suggest that mothers and fathers adjust their teaching to the actual skill level of their children when their children enter primary school.  相似文献   

2.
Besides cognitive factors, children's learning at school may be influenced by more dynamic phenomena, such as motivation and achievement-related task-avoidant behavior. The present study examined the developmental dynamics of task-avoidant behavior and math performance from kindergarten to Grade 4. A total of 225 children were tested for their arithmetic skills in kindergarten and in Grades 1, 2, and 4 of elementary school. Children's task-avoidant behavior in learning situations was rated by their teachers. The results of latent growth curve analyses showed that math performance and task-avoidant behavior develop in tandem: an increase in task-avoidant behavior was related to less improvement in math performance. Furthermore, a high initial level of task-avoidant behavior predicted less improvement and slower improvement in math later on.  相似文献   

3.
The analysis of 21,409 participants of the Early Childhood Longitudinal Study–Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of school-based English language learner services to reading mastery. Results confirm that non-English language use at home is associated with a decreased reading mastery at higher levels of proficiency in Grades 1 and 3, and is reduced to nonsignificance in Grades 5 and 8 with the inclusion of teacher and school factors. Also, the negative association between timing of oral English language proficiency and reading mastery is partially explained by teacher and school factors, particularly children's receipt of English language learner services. The findings provide support for policies that provide language services for language minority children and families during the transition to school and through the elementary school years.  相似文献   

4.
Effortful Control and Academic Achievement in Rural China   总被引：1，自引：1，他引：0  
Research Findings: This study investigated the relationships between effortful control and early literacy and mathematics achievement. A total of 181 children (85 girls and 96 boys) from rural China were assessed when they were in Grades 1 and 2. Path analyses controlling for maternal education indicated that effortful control at the beginning of Grade 1 predicted incremental achievement in literacy and mathematics at the end of Grade 1 and mathematics achievement at the end of Grade 2. Growth in effortful control during Grade 1 also contributed significantly to the prediction of both literacy and mathematics achievement at the end of Grade 2. Although girls performed significantly better than boys in literacy achievement, gender did not moderate the relationships between effortful control and literacy and mathematics achievement. Practice or Policy: Children’s effortful control appears to be an important predictor of early literacy and mathematics achievement. Findings suggest that children’s effortful control should be fostered during the preschool and early years of formal schooling, and this can be done in both home and school contexts.  相似文献   

5.
This study examined the developments in children’s externalizing problems and interest in reading during their first four years of school (Grades 1–4) and investigated whether this development predicted the children’s Grade 6 reading skills and educational aspirations. Data comprised (1) teachers’ ratings of externalizing problems and children’s (N = 642; 43% girls) self-ratings of their interest in reading, collected between Grades 1 and 4, and (2) measures of reading fluency and comprehension, and children’s self-reports of educational aspirations, collected at Grade 6. First, latent growth modeling showed that a higher level of externalizing problems in Grade 1 was associated with a lower concurrent interest in reading. Second, a positive association between the initial level of interest in reading and a linear change in externalizing problems indicated that children with a lower interest in reading in Grade 1 were rated by teachers as exhibiting higher levels of externalizing problems, which nonetheless declined over the course of their first four years of school more than among other children. Third, a higher initial level of externalizing problems with a linear change in these problems across Grades 1–4 was a predictor of lower subsequent educational aspirations and poorer reading comprehension in Grade 6. Analysis of the indirect effects indicated that a higher level of externalizing problems was associated with a lower concurrent interest in reading, which, in turn, was related to poorer future reading fluency and lower educational aspirations. The findings imply that problem behaviors are interlinked with academic skill development and motivation across the first six years of school.  相似文献   

6.
This paper asks what and how some children tell others about themselves and the life they live at home and in school. Drawing on data collected through ethnographic observations, interviews and children's written texts about themselves, the article illustrates the meanings children create and attach to their everyday experience of interactions with adults and other children. Family, friends, pets, school and leisure activities occupy much space in the children's writings. Some of the texts include the placement of self in a positive interpersonal context both at home and at school, with a focus on the importance of these relationships for the children. Some others contain children's negative feelings at home or towards the school. These children blame themselves for their negative feelings in their texts. At the same time, they write about not having a voice when it comes to important decisions concerning their life. They can tell/write it as it is, but they cannot participate in decision-making when it comes to problematic situations.  相似文献   

7.
This longitudinal study investigated the cross-lagged associations between children’s academic skill development, task-avoidant behaviour in the context of homework, and parental beliefs about their child’s success from kindergarten to Grade 2. The participants were 1267 children. The children’s pre-skills were assessed at the end of the kindergarten year, and math and reading skills at the end of Grade 1 and Grade 2. Parents provided ratings of their beliefs about their children’s school success and task-avoidant behaviour with regard to homework at the end of Grades 1 and 2. The results showed that children’s math and reading skills predicted children’s task-avoidant behaviour regarding homework as rated by mothers, but not by fathers, when autoregressive effects were taken into account. In addition, task-avoidant behaviour predicted the mothers’ subsequent beliefs about their children’s school success but not vice versa. A reciprocal effect was found between fathers’ beliefs about success and children’s task-avoidance.  相似文献   

8.
Research Findings: This study examined 56 young (prekindergarten through 2nd grade) urban-dwelling African American children's understanding of the affective attributions and consequences of 3 types of sociomoral rule systems: prosocial, active, and inhibitive morality. It also tested the relationship of affective attributions and consequences to children's behavior. As expected, children's affective responses differed by sociomoral rule system and character role type, supporting the notion of a “happy victimizer” and a subtle attributional shift. Children provided affective attributions that attempted to resolve the dilemmas presented in the different sociomoral vignettes regardless of the affect associated with the vignette. The relationship of children's affective attributions and consequences to their behavior in school was partially supported. Children's affective attributions were significantly associated with their prosocial behavior. However, contrary to predictions, no other significant associations emerged between children's affective attributions and negative behavior or between children's affective consequences and behavior. Practice or Policy: Those working with young African American children should consider the reasoning behind children's emotional and behavioral reactions and not just focus on the correct or appropriate response to understand and promote children's positive development. There are implications for supporting African American children's competence development at school through a behavior promotion approach.  相似文献   

9.
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10.
The focus of this article is the role of drawings in the journeys of young children towards literacy. The argument is that young children learn from home contexts a wide range of approaches towards literacy. At school their flexibility in using these approaches is reshaped into narrow versions of literacy based on learning to read, write and become numerate. Children continue to explore alternative modes of representation at home and amongst their peer group in informal learning contexts outside school. The argument is illustrated with examples from a project, which followed the changes in seven young children's drawing behaviours as they made the transition from home to school. It is suggested that we need a radical reappraisal of what it means to be a literate child in 2004; and that the literacy curriculum in early childhood settings needs to be reframed to reflect this reappraisal.  相似文献   

11.
Metacognition refers to knowledge about one's own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n= 17) or without (n= 179) mathematics learning disability (MLD), from grades 2 to 4. Children were asked to predict which of several math problems they could solve correctly; later, they were asked to solve those problems. They were asked to evaluate whether their solution to each of another set of problems was correct. Children's ability to evaluate their answers to math problems improved from grade 2 to grade 3, whereas there was no change over time in the children's ability to predict which problems they could solve correctly. Children with MLD were less accurate than children without MLD in evaluating both their correct and incorrect solutions, and they were less accurate at predicting which problems they could solve correctly. However, children with MLD were as accurate as their peers in correctly predicting that they could not solve specific math problems. The findings have implications for the usefulness of children's self‐review during mathematics problem solving.  相似文献   

12.
We examined the cross‐lagged relations between the home literacy environment and literacy skills in Japanese, and whether child's gender, parents' education and child's level of literacy performance moderate the relations. One hundred forty‐two Japanese children were followed from Grades 1 to 2 and assessed on character knowledge, reading fluency and spelling. Their parents responded to a questionnaire assessing the frequency of their teaching and shared reading. Results showed that parent teaching increased and shared reading decreased from Grades 1 to 2. Cross‐lagged path analysis indicated that the literacy skills in Grade 1 were negatively associated with parent teaching in Grade 2. The results further suggested that more educated parents of higher performing children, particularly boys, adjusted their involvement to their children's literacy skills, while less educated parents of lower performing children did not. These findings indicate the importance of parents' sensitivity to their child's performance. What is already known about this topic
  • Home literacy environment (HLE) plays an important role in children's literacy acquisition in Western and some East Asian contexts.
  • Children's early reading skills can have an impact on later HLE.
  • The direction of the relationship between HLE and children's reading skills may change from positive in Kindergarten to negative in Grade 1.
What this paper adds
  • In line with the findings of previous studies in other languages, Japanese parents adaptively adjust their home literacy activities to their child's literacy skills.
  • The effect of children's literacy skills on later shared reading is stronger among boys than among girls.
  • More educated parents of higher performing children adjust their involvement to their child's literacy skills, while less educated parents with lower performing children do not.
Implications for theory, policy or practice
  • We should encourage parents to be sensitive to their child's literacy skills to help them build a foundation that will boost future literacy development.
  • This can be particularly true of less educated parents with poorly performing children.
  • We should encourage educators to communicate the children's literacy achievement to their parents and also suggest the means by which HLE could be beneficial for their children's literacy development.
  相似文献   

13.
Objective. This study examines the relation between the caregiving practices of teenage mothers and the academic performances of their children in first grade. Design. The teenage mothers were involved in a family support program, and data were collected on the sample for 7 years (the prenatal period through first grade). The sample included 89 children who participated in the first-grade follow-up and who resided with their biological mothers. Children's school performance was assessed with an achievement test in the fall semester of first grade and with teachers' ratings of academic performance at the end of the spring semester. Caregiving practices were assessed by both the research team and the family advocates who worked with the young mothers during the 5-year family support program; mothers also reported on home support for academic achievement during the first-grade interview. Results. Measures of home environment, advocates' ratings of parenting, and mothers' self-report of support for achievement were positively correlated with children's achievement in first grade. Conclusions. Results from multiple regression analyses were consistent with the view that differences in parenting prior to school entry and in maternal support for achievement once the child enters school are predictive of individual differences in first-grade achievement among children born to low-income adolescent mothers.  相似文献   

14.
Recent studies established that making concurrent judgments of learning (JOLs) can significantly alter (typically enhance) memory itself—a reactivity effect. The current study recruited 190 Chinese children (Mage = 8.68 years; 101 female) in 2020 and 2021 to explore the reactivity effect on children's learning, its developmental trajectory and associated metacognitive awareness. The results showed that making JOLs significantly enhanced retention for students in Grades 1, 3, and 5, with Cohen's ds ranging from 0.40 to 1.33. Grade 5 students exhibited a larger reactivity effect than Grade 1 and 3 students. Children's metacognitive appreciation of the effect was weak. Firsthand experience of the reactivity effect, induced by taking a memory test, enhanced their awareness and calibrated their judgment accuracy.  相似文献   

15.
The present article explores home–school relations by analyzing how Swedish teachers and parents negotiate responsibility for children's education and rearing through school letters. It draws on participant observations using a video camera in families, interviews with parents, and analysis of school letters written by teachers to parents. The division of public and private responsibility for children is negotiated in terms of expertise. Teachers position themselves as ‘educational experts’, and are able to prescribe how parents are supposed to be involved in children's education. Teachers construct parents as ‘rearing experts’, and ask them to take responsibility for their children's behavior in school by disciplining them at home. The prescribed parental subject is adopted by parents, particularly mothers, as they position themselves as involved parents.  相似文献   

16.
ABSTRACT

Children struggle with the resolution of pronouns during reading, but little is known about the sources of their difficulties. We conducted a longitudinal eye tracking experiment with 70 children in the final years of primary school. The children read sentences with a contextual resolution preference in which gender was either an informative resolution cue for the pronoun or not. We were interested in children’s processing of the pronoun and their resolution preferences, as well as the effects of individual differences of Grade level and reading skill. Children’s resolution ability improved with age, and good readers were more accurate than poor readers. In the eye-tracking measures, we found strong individual differences related to reading skill: Children with good reading skill took more time to read the pronoun region when pronoun gender was informative, suggesting that good readers make better use of the available information at the pronoun than poor readers.  相似文献   

17.
The aim of this study was to examine the relation of parental supervision, parental involvement at school and child's social competence with school achievement in primary school. A theoretical model was postulated that predicts direct and indirect effects of parental behaviors on adolescents’ school achievement. Participants were 1,024 adolescents attending Grades 5 through 8 in 20 primary schools in Croatia and one of their parents or guardians. Adolescents completed a scale assessing their self‐perceived social competence and data on their grade point average were collected. Parents completed scales measuring parental supervision and parental involvement at school and they rated their child's social competence. The results of model testing showed that parental behaviors have both direct and indirect effect on adolescents’ school achievement. Greater parental supervision and school involvement have a direct and an indirect, through their effects on child's social competence, positive effects on adolescents’ school achievement.  相似文献   

18.
Abstract

Using education survey data from 6,883 Grade 6 students in 148 schools and from 6,868 Grade 8 students in 92 schools in New Brunswick, Canada, the author applied student and school characteristics to explain differences among students and schools regarding students' sense of belonging to school. Results of hierarchical linear modeling showed that in Grades 6 and 8, discrepancies in students' sense of belonging were mainly within schools, rather than between schools. At the student level, sense of belonging in both grades was affected more by students' mental and physical conditions and less by their individual and family characteristics. Students' self-esteem was the single most important predictor of their sense of belonging, followed by their health status. At the school level, school climate (academic press or expectation in Grade 6 and disciplinary climate in Grade 8) was more important than school context in shaping students' sense of belonging.  相似文献   

19.
Children's conflict management in three close relationships was studied longitudinally in 38 second born children, observed at home with their mothers and siblings at 33 months and at 47 months, and with friends at 47 months. Children used significantly more other-oriented argument with friends than with their mothers or siblings. Their use of reasoned argument with their siblings, but not their mothers, was related to their emotional understanding assessed formally at 40 months. The emotional context of conflict interactions was found to be important as an influence on children's use of reasoned argument, with less reasoning shown by children when they were upset at 33 months. The differences in patterns over time and in links with emotional understanding for these different relationships is discussed, and the significance of child-child interaction in the development of social understanding is highlighted.  相似文献   

20.
Abstract

Children’s sexuality education continues to be plagued with tensions and controversies. In consequence, children’s access to sexuality education is severely compromised, especially in terms of the time dedicated to this topic, the content addressed, how it is taught and by whom. Based on a study of 342 Australian parents of primary school aged children we explore: (i) parents’ perceptions of the relevance and importance of sexuality education to their primary school aged children and the discourses that inform their perspectives; (ii) parents’ views on who should be responsible for the sexuality education of young children; (iii) whether there are certain aspects of sexuality education considered more appropriate for the family to address with children; and (iv) what the implications of these findings are for sexuality education policy and practice in Australian primary schooling. Despite the controversial nature of the topic, the majority of parents in this study believed sexuality education was relevant and important to primary school children and that it should be a collaborative approach between families and schools. However, some parents/carers acknowledged that while that they believed that some topics should only be addressed at home they also indicated that this often does not happen.  相似文献   

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