Ready for kindergarten: Are intelligence skills enough?

Fitzpatrick, Caroline

doi:10.4102/sajce.v7i1.512

Cited by 2 publications

(5 citation statements)

References 58 publications

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“…First, the profile of school readiness most at risk of persistent academic and social difficulties during compulsory education was the Low-Balanced profile (B-). Children in this profile had the lowest level of later academic achievement (Christensen et al, 2020 ; Fitzpatrick, 2017 ; Hair et al, 2006 ; Quirk et al, 2013 ; Tavassolie et al, 2022 ) and of social skills (Christensen et al, 2020 ; Hair et al, 2006 ). This profile usually includes, among a normative population, a small proportion of children (between 7 and 13.24%) with low language skills (Christensen et al, 2020 ), with low number knowledge and classroom engagement (Fitzpatrick, 2017 ), and with low scores (2 SD below the mean) on social/emotional development measures (Hair et al, 2006 ).…”

Section: At-risk Profiles Of School Readinessmentioning

confidence: 99%

“…Children in this profile had the lowest level of later academic achievement (Christensen et al, 2020 ; Fitzpatrick, 2017 ; Hair et al, 2006 ; Quirk et al, 2013 ; Tavassolie et al, 2022 ) and of social skills (Christensen et al, 2020 ; Hair et al, 2006 ). This profile usually includes, among a normative population, a small proportion of children (between 7 and 13.24%) with low language skills (Christensen et al, 2020 ), with low number knowledge and classroom engagement (Fitzpatrick, 2017 ), and with low scores (2 SD below the mean) on social/emotional development measures (Hair et al, 2006 ). Children with a Low-Balanced profile of school readiness were, in a greater proportion, non-English language learner (Tavassolie et al, 2022 ), Latino (Quirk et al, 2013 ), or Black (Hair et al, 2006 ; Tavassolie et al, 2022 ).…”

Section: At-risk Profiles Of School Readinessmentioning

confidence: 99%

“…Among the eight selected studies, only half of them included all the domains of school readiness, i.e., the language, cognitive, socioemotional, and motor/physical skills (Christensen et al, 2020 ; Hair et al, 2006 ; Quirk et al, 2013 ; Tavassolie et al, 2022 ). One study incorporated three domains of school readiness out of four (language, cognitive, socioemotional) in their profiles (Fitzpatrick, 2017 ). Three studies conducted profiles with only two domains of school readiness, the cognitive and socioemotional domains (Konold & Pianta, 2005 ; McWayne et al, 2012a , 2012b ).…”

Section: Summary Of the School Readiness Profilesmentioning

confidence: 99%

“… 1, Tavassolie et al ( 2022 ); 2, Fitzpatrick ( 2017 ); 3, Christensen et al ( 2020 ); 4, Hair et al ( 2006 ); 5, Quirk et al ( 2013 ); 6, Konold and Pianta ( 2005 ); 7, McWayne et al ( 2012a ); 8, McWayne et al ( 2012b ) …”

Section: The Number Of Profilesmentioning

confidence: 99%

“…Six heterogeneous profiles of school readiness were also reported in studies. For instance, one heterogeneous profile, tend to average (TA), had various levels of skills in the cognitive dimension of school readiness, with children having low receptive vocabulary but an average level of number knowledge (Fitzpatrick, 2017 ; Konold & Pianta, 2005 ). The tend to strength profile (T +), found in only one study (Tavassolie et al, 2022 ), was characterized by having pre-academic strength and strong to average behavior at school or at home.…”

Section: Description Of School Readiness Profilesmentioning

confidence: 99%

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School readiness among vulnerable children: a systematic review of studies using a person-centered approach

Garon-Carrier,

Mavungu-Blouin,

Letarte

et al. 2024

Psicol. Refl. Crít.

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Background Research has consistently shown that some children are more vulnerable at the time of school readiness. Better understanding the characteristics of these children is therefore important. Most studies have used a variable-based approach, which may mask the presence of small but important subgroups of children with mixed patterns of readiness strengths and weaknesses. Identifying subgroups with mixed readiness patterns using a person-centered approach matters because their developmental trajectories might differ in important ways from children with broader difficulties across all readiness domains. Objective This systematic review attempts to synthesize existing profiles of school readiness conducted on preschool-aged children and to describe how these various profiles are associated with children’s academic achievement and social adjustment during their school years. Specifically, we described how the school readiness profiles vary in number of profiles identified and differences in the specific domains of school readiness. We further describe the school readiness profiles and how they predict later academic and social outcomes. Furthermore, we focus on profile differences between at-risk and non-at-risk preschoolers. Methods Longitudinal studies published between 2005 and 2022 on profiles of school readiness before school entry and at least one subsequent academic and/or social outcomes were extracted from five databases. Eight articles were included in this systematic review out of the 117 screened peer-reviewed articles. Results All the studies incorporated both the cognitive and socioemotional domains of school readiness in their profiles. Fifteen profiles of school readiness at preschool age were identified based on the child level of cognitive and socioemotional skills, with 7 profiles at risk of later academic and social difficulties. Despite variation, children in these at-risk profiles of school readiness shared similar features. Conclusion This literature review provides an exhaustive summary on the number of profiles and domains of school readiness most frequently reported in studies using a person-centered approach. Yielding an in-depth description of at-risk profiles of school readiness can help designing early preventive intervention for these children.

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