Early childhood relational contexts contribute to executive function in first grade

2022 ◽  
Vol 78 ◽  
pp. 101367
Author(s):  
Yiji Wang ◽  
Xin Chen
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
First Grade ◽  
Relational Contexts

scholarly journals Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. (2017)

2021 ◽  
Author(s):  
Alexa Ellis ◽  
Sammy F. Ahmed ◽  
Selin Zeytinoglu ◽  
Elif Isbell ◽  
Susan D. Calkins ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Executive Function ◽  
Math Achievement ◽  
First Grade ◽  
Academic Skills ◽  
Literacy Achievement ◽  
Developmental Age ◽  
Bidirectional Associations ◽  
Reciprocal Associations

The goal of the current study was to conduct a conceptual replication of the reciprocal associations between executive function (EF) and academic achievement reported in Schmitt et al. (2017). Using two independent samples (N (STAR) = 279, and N (Pathways) = 277), we examined whether the patterns of associations between EF and achievement across preschool and kindergarten reported in Schmitt et al. (2017) replicated using the same model specifications, similar EF and achievement measures, and across a similar developmental age period. Consistent with original findings, EF predicted subsequent math achievement in both samples. Specifically, in the STAR sample, EF predicted math achievement from preschool to kindergarten, and kindergarten to first grade. In the Pathways sample, EF at kindergarten predicted both math and literacy achievement in first grade. However, contrary to the original findings, we were unable to replicate the bidirectional associations between math achievement and EF in either of the replication samples. Overall, the current conceptual replication has revealed that bidirectional associations between EF and academic skills might not be robust to slight differences in EF measures and number of measurement occasions, which has implications for our understanding of the development EF and academic skills across early childhood. The present findings underscore the need for more standardization in both measurement and modeling approaches – without which the inconsistency of findings in published studies may continue across this area of research.

scholarly journals Reciprocal associations between executive function and academic achievement: A conceptual replication of Schmitt et al. (2017)

2021 ◽  
Vol 7 (3) ◽  
pp. 453-472 ◽  
Author(s):  
Alexa Ellis ◽  
Sammy F. Ahmed ◽  
Selin Zeytinoglu ◽  
Elif Isbell ◽  
Susan D. Calkins ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Early Childhood ◽  
Executive Function ◽  
Math Achievement ◽  
First Grade ◽  
Academic Skills ◽  
Literacy Achievement ◽  
Developmental Age ◽  
Bidirectional Associations ◽  
Reciprocal Associations

The goal of the current study was to conduct a conceptual replication of the reciprocal associations between executive function (EF) and academic achievement reported in Schmitt et al. (2017, https://doi.org/10.1037/edu0000193). Using two independent samples (N (STAR) = 279, and N (Pathways) = 277), we examined whether the patterns of associations between EF and achievement across preschool and kindergarten reported in Schmitt et al. (2017) replicated using the same model specifications, similar EF and achievement measures, and across a similar developmental age period. Consistent with original findings, EF predicted subsequent math achievement in both samples. Specifically, in the STAR sample, EF predicted math achievement from preschool to kindergarten, and kindergarten to first grade. In the Pathways sample, EF at kindergarten predicted both math and literacy achievement in first grade. However, contrary to the original findings, we were unable to replicate the bidirectional associations between math achievement and EF in either of the replication samples. Overall, the current conceptual replication has revealed that bidirectional associations between EF and academic skills might not be robust to slight differences in EF measures and number of measurement occasions, which has implications for our understanding of the development EF and academic skills across early childhood. The present findings underscore the need for more standardization in both measurement and modeling approaches – without which the inconsistency of findings in published studies may continue across this area of research.

scholarly journals Executive function and early childhood education

2016 ◽  
Vol 10 ◽  
pp. 102-107 ◽  
Author(s):  
Clancy Blair
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Early Childhood Education ◽  
Childhood Education

scholarly journals Early childhood education and care ( ECEC ) during COVID ‐19 boosts growth in language and executive function

2021 ◽  
Author(s):  
Catherine Davies ◽  
Alexandra Hendry ◽  
Shannon P. Gibson ◽  
Teodora Gliga ◽  
Michelle McGillion ◽  
...  
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Education And Care

scholarly journals Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness

2016 ◽  
Vol 50 (4) ◽  
pp. 359-372 ◽  
Author(s):  
Michael T. Willoughby ◽  
Brooke Magnus ◽  
Lynne Vernon-Feagans ◽  
Clancy B. Blair ◽  
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Repeated Measures ◽  
Receptive Vocabulary ◽  
Academic Readiness ◽  
Odds Ratios ◽  
Life Project ◽  
Growth Mixture ◽  
Academic Impairment ◽  
Using Data

Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children’s academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project ( N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen’s ds = 0.9–2.7; odds ratios = 9.8–23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen’s ds = 0.2–2.4; odds ratios = 3.9–5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so.

Do Patterns of Levels of Socio-emotional Competence During Early Childhood Predict Executive Function at 4.5 Years?

2021 ◽  
Author(s):  
Sahrish Ahmad ◽  
Karen E. Waldie ◽  
Susan M. B. Morton ◽  
Elizabeth R. Peterson
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Emotional Competence

scholarly journals Supporting Executive Function Skills in Early Childhood: Using a Peer Buddy Approach for Community, Confidence, and Citizenship

2016 ◽  
Vol 3 (1) ◽  
pp. 158 ◽  
Author(s):  
Kathleen I. Harris
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Academic Success ◽  
Young Children ◽  
Social Interactions ◽  
Community Building ◽  
Classroom Community ◽  
Problem Solving Skills ◽  
Cognitive Decision ◽  
Positive Social Skills

<p>This article provides a descriptive overview of a peer buddy program designed to develop and support young children’s executive functioning in early childhood classrooms. The author defines and categorizes executive function skills and analyzes their development in early childhood and benefits in the continued academic success of young children. The steps in creating a peer buddy program are explained, and a framework is provided for teachers to help the entire class develop effective executive function skills while facilitating positive social skills for classroom community building and citizenship. By supporting young children in their efforts to develop stronger executive function skills, teachers build resilience and help them discover their strengths for facilitating social interactions, problem-solving skills, and confidence in cognitive decision making to be successful citizens at home and in school.</p>

Digital Photography and Journals in a Kindergarten-First-Grade Classroom: Toward Meaningful Technology Integration in Early Childhood Education

2006 ◽  
Vol 17 (3) ◽  
pp. 347-371 ◽  
Author(s):  
Cynthia Carter Ching ◽  
X. Christine Wang ◽  
Mei-Li Shih ◽  
Yore Kedem
Keyword(s):  
Early Childhood ◽  
Technology Integration ◽  
Early Childhood Education ◽  
Digital Photography ◽  
First Grade ◽  
Childhood Education ◽  
Grade Classroom

Word Awareness, Reading and Development

1977 ◽  
Vol 44 (1) ◽  
pp. 203-206
Author(s):  
Marjorie H. Holden
Keyword(s):  
Early Childhood ◽  
First Grade ◽  
Conscious Awareness ◽  
Older Children ◽  
Cognitive Changes ◽  
Developmental Factors ◽  
Language Structure ◽  
Early School ◽  
Discrete Responses

Research on young children's word awareness, the ability to identify the lexical constituents of a meaningful utterance, has received different interpretations: Either word awareness is related to linguistic and cognitive changes associated with the early school years or is a concept that children can learn when appropriate techniques are employed. This study was devised to clarify the nature of variables influencing word awareness during early childhood by analyzing responses of 26 kindergarten and 24 first-grade children to the Homophones Test of Word Awareness. Responses were assigned to seven categories representing a continuum characterized as ranging from discrete to global. Older children made fewer errors, and they gave a higher proportion of discrete responses. Younger children gave more global responses. Memory was evidently not the source of the younger children's inability to perform as well as the older ones. Rather, the difficulty appeared to stem from the younger children's inability to divorce sound from meaning in spoken messages. The role of developmental factors in children's conscious awareness of language structure and lexical units is supported by these findings.

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