Kindergarten predictors of mathematical growth in the primary grades: An investigation using the Early Childhood Longitudinal Study--Kindergarten cohort.

DiPerna, James C.; Lei, Pui Wa; Reid, Erin

doi:10.1037/0022-0663.99.2.369

Cited by 123 publications

(99 citation statements)

References 31 publications

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“…Specifically, cognitive characteristics such as attention, motivation, and persistence indicate greater success in the primary grades, with persistence and goal-directed behaviors being positively associated specifically with mathematical ability (DiPerna et al 2007). These approaches to learning are evidently important skills to teach in order for kindergarten students to do their best in math, both currently and in future grades.…”

Section: Mathematical Abilitiesmentioning

confidence: 98%

The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children

Ray¹,

Smith

2010

Early Childhood Educ J

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This article describes kindergarten from the perspective of the whole child. Specifically, it reviews current research on best practices to improve children's math and language arts competencies, memory skills, and the role of kindergarten in beginning science. It also describes the social experiences children have in kindergarten with respect to their academic success. Similarly, it reviews the impact of emotional competence on school success. This article then reviews research describing three major influences on children's kindergarten adaptation and success (i.e., transition, parental involvement, retention). The article concludes with a discussion of full-day kindergarten programs and their potential for improving the chances of all kindergarten children, especially low-income and ethnic minority children, for success in school.

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Section: Mathematical Abilitiesmentioning

confidence: 98%

The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children

Ray¹,

Smith

2010

Early Childhood Educ J

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“…Among these, attention (Fuchs et al, 2008) as well as persistence and organization (Di Perna, Lei, & Reid, 2007), may be mentioned. The role of the pre-school in the development of non-academic skills relevant to performance in school and in life has been emphasized (Sassi, 2011).…”

Section: Discussionmentioning

confidence: 99%

Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental

Gardinal-Pizato

Marturano

Fontaine

2012

Paidéia (Ribeirão Preto)

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Abstract:The conception that early childhood education (ECE) positively affects academic progress is well established. The purpose of this study was to verify the impact of time of exposure to ECE on the academic performance of children and evaluate their academic progress from the 3rd to the 5th grade when there is exposure to early childhood education. Participants were 294 public school students (both genders) divided into three groups: no ECE, one year of ECE, and two years of ECE. Academic achievement was assessed in the 3rd, 4th, and 5th grades through the judgment of teachers and collective written evaluations of the Portuguese language and mathematics. An Academic Achievement test was administered to 3rd and 5th year students. A multivariate analysis with repeated measures, controlled for socioeconomic level, showed ECE was consistently associated with greater achievement, though one extra year in ECE did not show any additional effect on academic performance. Further research is required due to the implications of this last result for public policies. Keywords: early childhood education, academic achievement, elementary education Acesso à Educação Infantil e Trajetórias de Desempenho Escolar no Ensino FundamentalResumo: No pressuposto de que a educação infantil (EI) contribui para trajetórias escolares mais favoráveis, o objetivo deste estudo foi verifi car o impacto do tempo de exposição à educação infantil sobre o desempenho acadêmico e avaliar o progresso escolar das crianças, na trajetória do 3º ao 5º ano do ensino fundamental, em função da exposição à educação infantil. Participaram 294 alunos de escolas públicas, reunidos em três grupos: sem EI, com um ano de EI e com dois anos de EI. Avaliou-se o desempenho no 3º, 4º e 5º anos, por meio do julgamento do professor e provas coletivas. O Teste de Desempenho Escolar foi aplicado no 3º e 5º ano. Controlado o efeito do nível socioeconômico, a análise de variância com medidas repetidas mostrou que o acesso à EI foi consistentemente associado a melhor desempenho, porém um tempo maior de exposição à EI não teve efeito adicional. Dadas suas implicações para políticas públicas, este último resultado requer verifi cação e esclarecimento por meio de novas pesquisas. Palavras-chave: educação infantil, rendimento escolar, ensino fundamental Acceso a la Educación Preescolar y Trayectorias de Desempeño en la Escuela de Educación PrimariaResumen: Bajo el presupuesto de que la educación preescolar (EP) afecta positivamente el progreso académico, esto estudio investigó el impacto del tiempo de exposición a la educación infantil en el desempeño académico y evaluar el progreso escolar de los niños, en la trayectoria del 3º al 5º año de la educación primaria, en función de la exposición a la educación preescolar. Participaron 294 niños y niñas, alumnos de escuelas públicas, en tres grupos: sin EP, con un año de EP o con dos años de EP. El desempeño escolar fue evaluado en el tercer, cuarto y quinto grado por los profesores y con pruebas colectivas de portugués y matemá...

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“…Older children tend to show more improvement than younger children (DiPerna, Lei, & Reid, 2007;Jordan et al, 2007, Jordan et al, 2006 and perform better in some numerical sub-skills (e.g., verbal counting skills; and domain-general skills associated with later mathematics achievement (cf. Kurdek & Singlair, 2001).…”

Section: Figure 2 Terminology Describing Risk Levels For Mathematics mentioning

confidence: 99%

Individual variance in responsiveness to early computerized mathematics intervention

Salminen

Koponen

Leskinen

et al. 2015

Learning and Individual Differences

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Kindergarten predictors of mathematical growth in the primary grades: An investigation using the Early Childhood Longitudinal Study--Kindergarten cohort.

Cited by 123 publications

References 31 publications

The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children

The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children

Acesso à educação infantil e trajetórias de desempenho escolar no ensino fundamental

Individual variance in responsiveness to early computerized mathematics intervention

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