The validity of interactive peer play competencies for Latino preschool children from low-income households

Bulotsky‐Shearer, Rebecca J.; López, Lisa M.; Smith, Joel

doi:10.1016/j.ecresq.2015.09.002

Cited by 23 publications

(6 citation statements)

References 73 publications

(44 reference statements)

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“…Moreover, learning related behaviour in the classroom has been shown to have a direct impact on children's adaptation to the formal learning environment (Neuenschwander, Röthlisberger, Cimeli, & Roebers, 2012). Bulotsky-Shearer, Lopez, and Mendez (2016) revealed positive associations between positive social interaction skills and different academic achievement measures during the transition to school. Against this background, SSs may in fact compensate for poor EFs as SSs allow the child to optimally benefit from the teacher's input in class, rather than to be relying on self-regulatory skills.…”

mentioning

confidence: 90%

Profiles of executive functions and social skills in the transition to school: A person‐centred approach

Martarelli

Feurer

Dapp

et al. 2018

Infant and Child Development

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Whether a child is ready for school is of interest for different parties involved. With a person‐centred approach, the present study examined 123 kindergarteners (59 girls, 64 boys) regarding their early executive functions and social skills profiles. Children were 6–7 years of age at the first measurement point (M = 6; 6, SD = 4.22, range = 5; 8–7; 8). One year later, at the end of first grade, they were 7–8‐years old (M = 7; 6, SD = 4.11, range = 6; 9–8; 8). Four different profiles were identified. The profiles did not differ on demographic dimensions or socioeconomic status but appeared to be related to academic achievement and school adjustment at the end of the first grade 1 year later. Profiles with high executive functions showed the greatest predictive validity, independent of their social skills. However, greater social skills seemed to serve as a compensator in the profile with lower executive functions. The resulting profiles have theoretical and practical relevance, when discussing the question what a child needs to be “ready” for school. Highlights A person‐centered approach to children's school readiness with 123 kindergarteners. Low executive functions can partially be compensated with high social skills. This compensation was stronger for school adjustment than for academic achievement. Cognitive and social aspects of a child's development should be considered by teachers and practitioners.

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confidence: 90%

Profiles of executive functions and social skills in the transition to school: A person‐centred approach

Martarelli

Feurer

Dapp

et al. 2018

Infant and Child Development

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“…Non-occupational therapy instrument [84][85][86][87][88][89][90][91][92][93][94][95][96][97][98][99][100] (i)…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review on Clinimetric Properties of Play Instruments for Occupational Therapy Practice

Romli

Yunus

2020

Occupational Therapy International

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Play is considered the main occupation for children. Pediatric occupational therapists utilize play either for evaluation or intervention purpose. However, play is not properly measured by occupational therapists, and the use of play instrument is limited. This systematic review was aimed at identifying play instruments relevant to occupational therapy practice and its clinimetric properties. A systematic search was conducted on six databases (Academic Search Complete, CINAHL, MEDLINE, Psychology and Behavioral Science Collection, Scopus, and ASEAN Citation Index) in January 2020. The quality of the included studies was evaluated using Law and MacDermid’s Appraisal for Clinical Measurement Research Reports, and psychometric properties of play instruments were evaluated using Terwee’s checklist while the clinical utility is extracted from each instrument. Initial search identifies 1,098 articles, and only 30 articles were included in the final analysis, extracting 8 play instruments. These instruments were predominantly practiced in the Western culture, which consists of several psychometric evidences. The Revised Knox Preschool Play Scale is considered the most extensive and comprehensive play instrument for extrinsic aspect, whereas the Test of Playfulness + Test of Environmental Supportiveness Unifying Measure is a promising play instrument for intrinsic aspect on play, where both instruments utilize observation. My Child’s Play is a potential questionnaire-based play instrument. However, the current development of play instruments in the occupational therapy field is immature and constantly evolving, and occupational therapists should exercise good clinical reasoning when selecting a play instrument to use in practice.

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“…While ISL contributes to children’s overall development and learning, additional research is needed to explore its specific impact on children’s school readiness, particularly children from culturally and linguistically diverse backgrounds. In relationship to the inquiry theme of caregiver/child interactions at home and at ILS and the findings that demonstrate the importance of such interactions, there is obviously a disconnection between what is available to support children and their families who have access to resources and what is missing for children and families who are under-resourced, which ironically but not surprisingly confirms the achievement gap that has been persistent for decades [ 13 ].…”

Section: Discussionmentioning

confidence: 99%

“…Among children who are dual language learners (DLL), meaning students for whom English is not their primary language, 48% were considered unprepared when entering kindergarten. Data also show that children who enter kindergarten behind rarely catch up; instead, the achievement gap tends to widen over time [ 11 , 13 ], particularly for children who are from culturally and/or linguistically diverse backgrounds. Among these children, young Latinx DLLs are the largest growing population, with an estimated 13% of the U.S. population coming from Spanish-speaking homes [ 10 , 14 ].…”

Section: Introductionmentioning

confidence: 99%

Informal STEM Learning for Young Children: A Systematic Literature Review

Alexandre

Washington-Nortey

et al. 2022

IJERPH

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Studies show that children spend considerable time engaged in informal learning outside of educational settings. Informal educational settings such as museums can provide a variety of opportunities to engage children in STEM learning and scientific discovery, which can increase school readiness. Research has also determined an achievement gap in students from low socio-economic backgrounds and in students who are dual language learners. The literature shows that this gap begins even before children enter formal schooling. This systematic review serves two purposes: to explore the impact of informal STEM learning (ISL) on school readiness and to examine the relationship between ISL and children’s social-emotional development, particularly in children who are dual language learners. Using PRISMA procedures, we identified 36 eligible studies in this systematic review. The findings illuminate the important role of parents and/or caregivers and the quality of design and interventions used at ISL sites, such as museums and zoos, on how ISL can impact school readiness for preschoolers. No research was found to specifically address the impact of ISL on school readiness for children who are dual language learners. The implications from the findings suggest that further research is needed on ISL for young children, particularly considering the dearth in research on young dual language learners. The implications further suggest that parents, ISL site designers, facilitators, and educators can benefit from learning about the impact of ISL on school readiness.

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The validity of interactive peer play competencies for Latino preschool children from low-income households

Cited by 23 publications

References 73 publications

Profiles of executive functions and social skills in the transition to school: A person‐centred approach

Profiles of executive functions and social skills in the transition to school: A person‐centred approach

A Systematic Review on Clinimetric Properties of Play Instruments for Occupational Therapy Practice

Informal STEM Learning for Young Children: A Systematic Literature Review

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