Profiles of Approaches to Learning and the Relationship with Academic School Readiness in Chinese Preschoolers

2021 ◽  
pp. 1-19
Author(s):  
Li Zhang ◽  
Hui Li ◽  
Yuyang Cai
Keyword(s):  
School Readiness ◽  
Approaches To Learning ◽  
Academic School ◽  
The Relationship

scholarly journals Assessing Approaches to Learning in School Readiness

AERA Open ◽  
2015 ◽  
Vol 1 (3) ◽  
pp. 233285841559392 ◽  
Author(s):  
Otilia C. Barbu ◽  
David B. Yaden ◽  
Deborah Levine-Donnerstein ◽  
Ronald W. Marx
Keyword(s):  
School Readiness ◽  
Approaches To Learning

The relationship between students’ approaches to learning and the assessment of learning outcomes

2005 ◽  
Vol 20 (4) ◽  
pp. 327-341 ◽  
Author(s):  
David Gijbels ◽  
Gerard Van de Watering ◽  
Filip Dochy ◽  
Piet Van den Bossche
Keyword(s):  
Learning Outcomes ◽  
Approaches To Learning ◽  
Assessment Of Learning ◽  
The Relationship

The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

2021 ◽  
pp. 64-83
Author(s):  
Elizabeth Kazakoff Myers
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
School Readiness ◽  
21St Century ◽  
Self Regulation ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Early Childhood Curriculum ◽  
The Relationship

This chapter summarizes theoretical connections between computational thinking through learning to code, self-regulation, and executive function and discusses why it is important to continue exploring the intersection of executive function, self-regulation, and computational thinking, including the need to revisit the socio-cultural underpinnings of foundational self-regulation, executive function, and school readiness research. As an example, findings from a 2014 study that explored the relationship between self-regulation and computational thinking when learning to code are shared. Research supports the idea of teaching computational thinking skills within an integrated early childhood curriculum to support the development of well-prepared citizens for the 21st century by drawing on the connections between executive function, self-regulation, and computational thinking.

Perceptual-Motor Skills, Ability to Conserve, and School Readiness

1974 ◽  
Vol 38 (2) ◽  
pp. 491-494 ◽  
Author(s):  
Jerry B. Ayers ◽  
Michael E. Rohr ◽  
Mary N. Ayers
Keyword(s):  
School Readiness ◽  
Motor Skills ◽  
First Grade ◽  
Logical Thinking ◽  
Metropolitan Readiness Test ◽  
Relationship Of ◽  
The Relationship ◽  
Perceptual Motor Skills

To determine the relationship of perceptual-motor skills and ability to conserve to school readiness, 94 Ss in kindergarten and first grade were administered the Purdue Perceptual-motor Survey, the Metropolitan Readiness Test, and six Piaget tasks to measure logical thinking. Scores on the Purdue scale and Piaget tasks were not correlated; however, both sets of scores were moderately correlated with school readiness as measured by the Metropolitan test.

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