Associations among family environment, sustained attention, and school readiness for low-income children.

Razza, Rachel A.; Martin, Anne; Brooks‐Gunn, Jeanne

doi:10.1037/a0020389

Cited by 106 publications

(104 citation statements)

References 104 publications

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“…Importantly, despite not being directly comparable due to the assessment by different tasks and metrics, these similar patterns of age-dependent improvements of performance may suggest common underlying processes in EF and in SA. Alternatively, an independent factor may fuel development in both EF and SA concurrently with parental behavior, or, more broadly family environment, potentially accounting for shared variance in EF and SA (Graziano, Calkins, & Keane, 2011;Razza, Martin, & Brooks-Gunn, 2010). In any case, results may thus be interpreted as indicating an ongoing yet probably not linear development in both the EF components and SA until almost 9 years of age.…”

Section: Discussionmentioning

confidence: 99%

Executive Functions and Their Differential Contribution to Sustained Attention in 5- to 8-Year-Old Children

Loher

Roebers²

2013

JEDP

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Everyday routine in general and school settings in particular make high demands on children's abilities to sustain their focus of attention over longer time periods. School tasks thus require the child to accomplish the task on an appropriate level of performance while maintaining the focus of attention even under repetitious or distracting conditions. However, sustained attention (SA) may be a more heterogeneous construct than commonly assumed as it requires the individual not only to sustain attentional capacities but also to store and maintain the task rule (working memory), to inhibit inappropriate responses (inhibition), and to switch according to requirements (switching). It might thus involve processes counted among executive functions (EF). In the present study, performance in EF tasks (covering the core components inhibition, switching, and working memory) and in a SA task was assessed in 118 children, aged between 5;0 and 8;11 years. Similar age-dependent performance trajectories were found in EF components and SA, indicating ongoing performance improvements between 5 until at least 8 years of age in SA and in EF. Interrelations between single EF components and SA showed to be small to moderate. Finally, different patterns of SA performance predictions were found in age-homogeneous subgroups with inhibition being crucial for SA performance in the youngest and switching in the oldest age group. Taken as a whole, even though similarities in assumed developmental trajectories and substantial interrelations point to common underlying processes in EF and SA, age-dependent patterns of explained variance indicate clear discriminability.

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Section: Discussionmentioning

confidence: 99%

Executive Functions and Their Differential Contribution to Sustained Attention in 5- to 8-Year-Old Children

Loher

Roebers²

2013

JEDP

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“…Nevertheless, the associations observed here, while arguably robust for the reasons invoked above, were small in magnitude. Accordingly, these results should be seen as adding one piece to the complex developmental puzzle linking parenting behaviors to school readiness, which probably also includes children's attentional capacities (Razza, Martin, & Brooks-Gunn, 2010) and parentchild attachment, which has often been found to relate to parental mind-mindedness (e.g., Laranjo, Bernier, & Meins, 2008) and children's effortful control (e.g., Nordling, Boldt, O'Bleness, & Kochanska, 2016).…”

Section: Discussionmentioning

confidence: 99%

Maternal mind-mindedness and children’s school readiness: A longitudinal study of developmental processes.

Bernier¹,

McMahon²,

Perrier³

2017

Developmental Psychology

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This study aimed to test a 5-wave sequential mediation model linking maternal mind-mindedness during infancy to children’s school readiness in kindergarten through a serial mediation involving child language and effortful control in toddlerhood and the preschool years. Among a sample of 204 mother–child dyads, we assessed maternal mind-mindedness when children were aged 1 year, child expressive vocabulary at age 2, effortful control at ages 3 and 4, and finally cognitive school readiness in kindergarten. The results corroborated the model, suggesting that the prospective association between early mind-mindedness and later cognitive school readiness was entirely mediated by the proposed sequence of mediators, all of which were necessary to account for this longitudinal association. These findings suggest that the potential of parental mind-mindedness to support children’s cognitive development may have been underestimated, and that its putative positive influence may take the form of a developmental cascade unfolding during the preschool years and entailing the acquisition of basic skills that serve as building blocks for further learning and development.

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“…Only one of the studies selected used a qualitative approach (20) . With respect to study type, there was predominance of publications with higher level of evidence: one randomized clinical trial (18) and seven longitudinal studies (19,(21)(22)(23)(24)(25)(26) . The others were three cross-sectional studies (27)(28)(29) and two literature reviews: one narrative (30) and one integrative (31) .…”

Section: Analysis Of Selected Studiesmentioning

confidence: 99%

“…The survey conducted with 1046 children and their families (21) showed statistically significant correlation between sustained attention, receptive vocabulary, and environmental aspects. In this study, the authors observed that sustained attention to a particular activity was associated with better performance in receptive vocabulary for both low socioeconomic groups (low income and very low income).…”

Section: Razza Et Al (21)mentioning

confidence: 99%

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Desenvolvimento da linguagem e sua relação com comportamento social, ambientes familiar e escolar: revisão sistemática

Carvalho

Lemos

Goulart

2016

CoDAS

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RESUMO Objetivo Revisar sistematicamente na literatura as relações entre desenvolvimento da linguagem, comportamento social e ambientes familiar e escolar em crianças de 4 a 6 anos de idade. Estratégia de pesquisa Foram pesquisados, em bases de dados eletrônicos, artigos publicados entre março de 2009 e março de 2014. A primeira etapa da pesquisa constou da elaboração da pergunta norteadora. Posteriormente, foram realizados levantamento e seleção dos estudos em base de dados. Para tal, foram definidos descritores por grupos de eixos temáticos. Critérios de seleção Foram incluídos artigos científicos completos e disponíveis na íntegra gratuitamente; artigos de pesquisa original ou de revisão de literatura, publicados nos últimos cinco anos compreendendo a faixa etária entre 4 e 6 anos de idade. Análise dos dados A análise dos artigos foi realizada por meio da leitura crítica e seleção dos resultados que respondem à pergunta norteadora. Resultados 14 artigos foram selecionados. A maior parte dos estudos utilizou pelo menos um instrumento padronizado. As pesquisas apontam que o ambiente familiar tem relação com o desenvolvimento da linguagem, principalmente quanto aos níveis socioeconômicos e de escolaridade dos pais, número de adultos que coabitam com a criança, saúde dos pais, estimulação de linguagem e interação entre pais e filhos. Apenas um artigo demonstrou associação entre qualidade do ambiente escolar e desenvolvimento da linguagem e nenhum evidenciou associação entre comportamento social e desenvolvimento da linguagem. Conclusão A maioria dos estudos teve como foco a relação entre ambiente familiar e desenvolvimento da linguagem. São escassos estudos com esse enfoque.

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Associations among family environment, sustained attention, and school readiness for low-income children.

Cited by 106 publications

References 104 publications

Executive Functions and Their Differential Contribution to Sustained Attention in 5- to 8-Year-Old Children

Executive Functions and Their Differential Contribution to Sustained Attention in 5- to 8-Year-Old Children

Maternal mind-mindedness and children’s school readiness: A longitudinal study of developmental processes.

Desenvolvimento da linguagem e sua relação com comportamento social, ambientes familiar e escolar: revisão sistemática

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