The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school

McClelland, Megan M.; Acock, Alan C.; Morrison, Frederick J.

doi:10.1016/j.ecresq.2006.09.003

Cited by 598 publications

(444 citation statements)

References 36 publications

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“…It appears that when teachers perceived afore-mentioned experiences as important in early childhood in relation to children's learning outcomes. This is commensurate with the precise research and conceptualizations that socio-emotional learning experiences and DAP are supportive for children's both social and academic learning outcomes (Epstein, 2007;Linares et al, 2005;McClelland, Acock, & Morrison, 2006;NAEYC, 2009;Takanishi & Bogard, 2007).…”

Section: Discussionsupporting

confidence: 59%

Turkish Early Childhood Educators’ Perceptions of Child Development and Education in the Preschool Years

Ahmetoğlu¹,

Acar²,

Aşık-Öztürk³

2018

UCER-B

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Considering the importance of how perceptions of teachers affect their practice in early childhood education, the purpose of the current study was to examine how teachers perceive children's developmental and educational experiences in relation to children's learning outcomes perceived by teachers. We recruited 219 preschool teachers Results from canonical correlations showed that the importance given to educational and developmental experiences of children, and the importance to children's learning outcomes were significantly associated. Further, the importance of the current findings in early childhood education is discussed.

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Section: Discussionsupporting

confidence: 59%

Turkish Early Childhood Educators’ Perceptions of Child Development and Education in the Preschool Years

Ahmetoğlu¹,

Acar²,

Aşık-Öztürk³

2018

UCER-B

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“…NIH-PA Author Manuscript NIH-PA Author Manuscript programs as a means to foster the motivation, cooperation, and focused persistence needed for social and academic success in school (see also Denham & Burton, 2003;McClelland et al, 2006;Normandeau & Guay, 1998).…”

Section: Nih-pa Author Manuscriptmentioning

confidence: 99%

“…During the preschool years, growth in inhibitory control skills promotes the capacity to follow classroom rules, sit still, and learn on demand through listening and watching (McClelland et al, 2006). Increases in goal-oriented motivation foster learning initiative and sustained, independent attempts at problem solving and skill mastery (Normandeau & Guay, 1998).…”

Section: What Is School Readiness?mentioning

confidence: 99%

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

et al. 2008

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Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social-emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.Growing up in poverty significantly increases the likelihood that children will start school well behind their advantaged peers in key areas of language development and emergent literacy skills (Zill et al., 2003). Perhaps even more critically, many will start school without the social-emotional maturity and classroom behaviors that foster "readiness to learn," impeding their rate of progress once in school, and contributing to gaping disparities in school performance, high school graduation rates, and long-term employment potential (Campbell & von Stauffenberg, 2008;McClelland, Acock, & Morrison, 2006;Ryan, Fauth, & Brooks-Gunn, 2006). Rates of child poverty are on the rise in the United States, now affecting nearly one out of five children (Children's Defense Fund, 2005), making the problem of understanding and promoting school readiness a national priority.Recent efforts to promote school readiness for children growing up in poverty have focused on improving the instructional content of preschool programs, particularly Head Start programs, to enhance children's acquisition of key emergent literacy skills (such as letter identification and phonemic sensitivity) that are strong predictors of later achievement (Lonigan, Burgess, & Anthony, 2000). Although important, instructional strategies that focus narrowly on promoting the memorization of discrete content may "miss the mark" developmentally. The long-term impact of preschool interventions may depend on the degree to which they foster the development of mental systems that support learning and adaptive learning behaviors (Blair, 2002). For this reason, the Committee on Integrating the Science of Early Childhood Development (Shonkoff & Phillips, 2000) and others have underscored the importance of promoting self-regulation and social competence in preschool Copyright ©2008 Cambridge University Press Address correspondence and reprint requests to: Karen Bierman, Pennsylvania ...

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“…Children's ability to manage their own behaviour and emotions and display prosocial behaviour in terms of showing empathy to and collaborating with their peers can help them learn from and with others and do well at school (McClelland, Acock and Morrison, 2006). At school entry, children are faced with high expectations regarding the regulation of their emotions and behaviour, and capacity to initiate and maintain positive relationships with adults and peers.…”

Section: Introductionmentioning

confidence: 99%

The ecology of young children’s behaviour and social competence: child characteristics, socio-economic factors and parenting

Hartas¹

2011

Oxford Review of Education

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The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school

Cited by 598 publications

References 36 publications

Turkish Early Childhood Educators’ Perceptions of Child Development and Education in the Preschool Years

Turkish Early Childhood Educators’ Perceptions of Child Development and Education in the Preschool Years

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

The ecology of young children’s behaviour and social competence: child characteristics, socio-economic factors and parenting

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