A systematic assessment of socioeconomic status and executive functioning in early childhood

John, Ashley M. St.; Kibbe, Melissa M.; Tarullo, Amanda R.

doi:10.1016/j.jecp.2018.09.003

Cited by 73 publications

(46 citation statements)

References 63 publications

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“…Some studies demonstrated that children at risk (i.e., children from low-income families, with psychopathology traits, born preterm) may benefit particularly from EF programs, since improvement in EFs may lead to better academic performance (Diamond and Lee, 2011) and generally to better adaptation, leveling the playing field and reducing the achievement gap (St. John et al, 2019). Given the relevance of EFs in human life, it could be useful to also sustain and enhance the development of these skills in typically developing preschoolers.…”

Section: Introductionmentioning

confidence: 99%

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

et al. 2020

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In the present meta-analysis, we examined the effect of cognitive training on the Executive Functions (EFs) of preschool children (age range: 3-6 years). We selected a final set of 32 studies from 27 papers with a total sample of 123 effect sizes. We found an overall effect of cognitive training for improving EF (g = 0.352; k = 123; p < 0.001), without significant difference between near and far transfer effects on executive domains. No significant additional outcome effects were found for behavioral-and learning-related outcomes. Cognitive training programs for preschoolers are significantly more effective for developmentally at-risk children (ADHD or low socioeconomic status) than for children with typical development and without risks. Other significant moderators were: individual vs. group sessions and length of training. The number of sessions and computerized vs. non-computerized training were not significant moderators. This is the first demonstration of cognitive training for transfer effects among different executive processes. We discuss this result in relationship to the lower level of modularization of EFs in younger children.

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Section: Introductionmentioning

confidence: 99%

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

et al. 2020

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“…Suboptimal nutrition and inadequate opportunities for early learning, both of which factors are inversely linked to socioeconomic status (SES), pose specific and significant risks to poor health, wellbeing, and developmental outcomes [77,150,151,152]. SES refers to a complex, multidimensional construct that reflects financial resources and capital, with the most common indicators of SES being household income, parental education, and parental occupation [153,154,155]. Because SES has documented links to nearly every imaginable aspect of child development, considering its role in child learning and nutrition is critical.…”

Section: The Role Of Family Socioeconomic Status In Children’s Nutmentioning

confidence: 99%

How Lifestyle Factors Affect Cognitive and Executive Function and the Ability to Learn in Children

et al. 2019

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In today’s research environment, children’s diet, physical activity, and other lifestyle factors are commonly studied in the context of health, independent of their effect on cognition and learning. Moreover, there is little overlap between the two literatures, although it is reasonable to expect that the lifestyle factors explored in the health-focused research are intertwined with cognition and learning processes. This thematic review provides an overview of knowledge connecting the selected lifestyle factors of diet, physical activity, and sleep hygiene to children’s cognition and learning. Research from studies of diet and nutrition, physical activity and fitness, sleep, and broader influences of cultural and socioeconomic factors related to health and learning, were summarized to offer examples of research that integrate lifestyle factors and cognition with learning. The literature review demonstrates that the associations and causal relationships between these factors are vastly understudied. As a result, current knowledge on predictors of optimal cognition and learning is incomplete, and likely lacks understanding of many critical facts and relationships, their interactions, and the nature of their relationships, such as there being mediating or confounding factors that could provide important knowledge to increase the efficacy of learning-focused interventions. This review provides information focused on studies in children. Although basic research in cells or animal studies are available and indicate a number of possible physiological pathways, inclusion of those data would distract from the fact that there is a significant gap in knowledge on lifestyle factors and optimal learning in children. In a climate where childcare and school feeding policies are continuously discussed, this thematic review aims to provide an impulse for discussion and a call for more holistic approaches to support child development.

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“…This makes us reconsider the moment at which the influence of the ESCS begins to determine results in school effectiveness [2,[7][8][9][10][11][12][13][14][15]. Performance at these ages could be explained more by individual characteristics, such as differences in executive functions [57][58][59][60][61][62] than by context. Although these results could be evaluated as positive, since it is not contextual factors that determine performance at early ages of schooling, they do invite reflection on the factors that could affect performance at these ages and when contextual factors begin to gain importance.…”

Section: Discussionmentioning

confidence: 99%

Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees

2020

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The general objective of this study is to explore the relationship between students’ contextual characteristics and their performance in mathematical reasoning (MR) and linguistic comprehension (LC) skills. The census data from the ESCALA (EScritura, CAlculo y Lectura en Andalucía) tests developed by Agencia Andaluza de Evaluación Educativa (AGAEVE) in 2017 were used. These tests are carried out in the second year of primary school in the Autonomous Community of Andalusia (Spain). These data have been analysed through the data mining technique known as segmentation trees, using the CRT (Classification and regression trees) algorithm for each of the skills. This has allowed the detection of the high influence of social and cultural status (ESCS) and familial expectations regarding academic performance in both tests. In addition, it allows us to point out that there are different interactions between contextual characteristics and their relationship to performance in MR and LC. These results have made it possible to establish groups of students who may be at risk of not reaching the minimum required levels. Some characteristics of at-risk students are low ESCS, low family expectations or being born in the last six months of the year. The detection of at-risk profiles could contribute to the optimisation of the performance of these groups by creating specific plans.

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A systematic assessment of socioeconomic status and executive functioning in early childhood

Cited by 73 publications

References 63 publications

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

Is Cognitive Training Effective for Improving Executive Functions in Preschoolers? A Systematic Review and Meta-Analysis

How Lifestyle Factors Affect Cognitive and Executive Function and the Ability to Learn in Children

Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees

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