scholarly journals Executive Control in Early Childhood as an Antecedent of Adolescent Problem Behaviors: A Longitudinal Study with Performance-based Measures of Early Childhood Cognitive Processes

2020 ◽  
Vol 49 (12) ◽  
pp. 2429-2440
Author(s):  
Charles B. Fleming ◽  
Amy L. Stevens ◽  
Marla Vivero ◽  
Irina Patwardhan ◽  
Timothy D. Nelson ◽  
...  
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Problem Behaviors ◽  
Cognitive Processes ◽  
Executive Control ◽  
Adolescent Problem Behaviors

A longitudinal study of the role of vocabulary size in priming effects in early childhood

2021 ◽  
Vol 205 ◽  
pp. 105071
Author(s):  
Daniela S. Avila-Varela ◽  
Natalia Arias-Trejo ◽  
Nivedita Mani
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Vocabulary Size ◽  
Priming Effects

Nonparental Caregivers, Parents, and Early Academic Achievement Among Children from Latino/a Immigrant Households

2019 ◽  
Vol 62 (6) ◽  
pp. 884-906
Author(s):  
Lilla K. Pivnick
Keyword(s):  
Academic Achievement ◽  
Social Capital ◽  
Early Childhood ◽  
Longitudinal Study ◽  
Birth Cohort ◽  
Math Achievement ◽  
Academic Skills ◽  
Ecological Systems ◽  
Regression Analyses ◽  
Early Academic Achievement

Drawing on ecological systems and social capital perspectives, this study uses the Early Childhood Longitudinal Study–Birth Cohort to investigate links between early nonparental caregiver beliefs about early academic skills and children’s math and reading achievement in kindergarten with special attention to the children from Latino/a immigrant households. Regression analyses revealed that nonparental caregiver beliefs were associated with academic achievement at kindergarten entry and that types of alignment or misalignment between nonparental caregiver and parental beliefs were differentially associated with math achievement but not reading. Notably, the association between nonparental caregiver beliefs and children’s academic achievement was more consequential for children from Latino/a immigrant households. Results suggest that having nonparental caregivers with low early academic skills beliefs may be especially detrimental for children from Latino/a immigrant households.

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