School readiness skills at age four predict academic achievement through 5th grade

Ricciardi, Courtney; Manfra, Louis; Hartman, Suzanne; Bleiker, Charles; Dineheart, Laura; Winsler, Adam

doi:10.1016/j.ecresq.2021.05.006

Cited by 61 publications

(36 citation statements)

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“…Social-emotional development is one of the identified predictors for children’s future academic achievement and overall success [ 27 ]. Findings of this systematic review suggest positive impacts of ISL on children’s social-emotional development.…”

Section: Discussionmentioning

confidence: 99%

“…Extant evidence also shows that socio-emotional competence predicts future academic achievement [ 24 , 26 ]. Studies that have examined the influence of both school readiness and socio-emotional competence on academic achievement suggest that socio-emotional competence may have stronger predictive impacts on academic achievement [ 27 ]. These findings highlight the importance of socio-emotional competencies for predicting school readiness and other social and academic outcomes.…”

Section: Introductionmentioning

confidence: 99%

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Informal STEM Learning for Young Children: A Systematic Literature Review

Alexandre

Washington-Nortey

et al. 2022

IJERPH

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Studies show that children spend considerable time engaged in informal learning outside of educational settings. Informal educational settings such as museums can provide a variety of opportunities to engage children in STEM learning and scientific discovery, which can increase school readiness. Research has also determined an achievement gap in students from low socio-economic backgrounds and in students who are dual language learners. The literature shows that this gap begins even before children enter formal schooling. This systematic review serves two purposes: to explore the impact of informal STEM learning (ISL) on school readiness and to examine the relationship between ISL and children’s social-emotional development, particularly in children who are dual language learners. Using PRISMA procedures, we identified 36 eligible studies in this systematic review. The findings illuminate the important role of parents and/or caregivers and the quality of design and interventions used at ISL sites, such as museums and zoos, on how ISL can impact school readiness for preschoolers. No research was found to specifically address the impact of ISL on school readiness for children who are dual language learners. The implications from the findings suggest that further research is needed on ISL for young children, particularly considering the dearth in research on young dual language learners. The implications further suggest that parents, ISL site designers, facilitators, and educators can benefit from learning about the impact of ISL on school readiness.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Informal STEM Learning for Young Children: A Systematic Literature Review

Alexandre

Washington-Nortey

et al. 2022

IJERPH

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“…In the current study, we used a US, nationally representative dataset, the Early Childhood Longitudinal Study–Birth Cohort (ECLS-B), to examine the effect of birth order on children's cognitive skills during toddlerhood and school readiness (i.e., literacy and math) skills at preschool. These early skills set the foundation for children's long-term academic success (Duncan et al, 2007 ; Ricciardi et al, 2021 ). Specifically, we asked whether the effect of birth order was mediated by home learning environment, and whether the birth order effect and the mediation pathways were moderated by two contextual factors, children's exposure to cumulative risks and language minority experiences.…”

Section: Introductionmentioning

confidence: 99%

A Closer Look at the Birth Order Effect on Early Cognitive and School Readiness Development in Diverse Contexts

Luo

Song²,

Chiu³

2022

Front. Psychol.

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Using the Early Childhood Longitudinal Study–Birth Cohort data, we examined the effect of birth order (firstborn vs. later-born) on children's cognitive skills at 24 months and school readiness (i.e., math and literacy) skills at age 4 years. Previous research in the U.S. using predominantly English-speaking, low-risk samples suggests that firstborns tend to show better early cognitive and school readiness skills than later-born children. However, results of the current study showed that although there was a firstborn advantage in low-risk or English-speaking families, in high-risk or language minority families, later-born children showed equivalent or even better skills than firstborn children. Our moderated mediation models revealed that children's engagement in home learning activities mediated the relation between birth order and developmental outcomes, and families' cumulative risks and language minority status moderated the mediation pathways. These findings underscore the complex associations between birth order and early development in diverse ecological contexts.

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“…Notwithstanding their contributions to establishing the relevance of a PC approach, previous PC-studies have left several key issues in the field of school readiness underexplored. First, as far as we know few PC-studies have incorporated motor skills into school readiness profiles, which is remarkable as variable-centered studies have found associations between pre-school motor skills and school success (e.g., Grissmer et al, 2010 ; Cameron et al, 2016 ; de Waal, 2019 ; McClelland and Cameron, 2019 ; Ricciardi et al, 2021 ). More specifically, gross motor skills have been found to be pivotal for social engagement ( Bart et al, 2007 ; Escolano-Pérez et al, 2020 ), as well as academic skills such as math and reading ( Donnelly et al, 2016 ; Ricciardi et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

“…First, as far as we know few PC-studies have incorporated motor skills into school readiness profiles, which is remarkable as variable-centered studies have found associations between pre-school motor skills and school success (e.g., Grissmer et al, 2010 ; Cameron et al, 2016 ; de Waal, 2019 ; McClelland and Cameron, 2019 ; Ricciardi et al, 2021 ). More specifically, gross motor skills have been found to be pivotal for social engagement ( Bart et al, 2007 ; Escolano-Pérez et al, 2020 ), as well as academic skills such as math and reading ( Donnelly et al, 2016 ; Ricciardi et al, 2021 ). Fine motor skills, such as visuo-motor and visuo-spatial integration skills, have been consistently associated with performance on literacy and math tests ( Carlson et al, 2013 ; Chang and Gu, 2018 ; McClelland and Cameron, 2019 ; Suggate et al, 2019 ; Chandler et al, 2021 ; Mohamed and O’Brien, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes

et al. 2021

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A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children’s school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with other school readiness skills, affect a child’s school outcomes. Additionally, little is known about longitudinal associations of school readiness with non-academic (e.g., socioemotional) school outcomes. Therefore, we examined the school readiness skills of a sample of Dutch children (N = 91) with a mean age of 3 years and 4 months (46% girls). We used a multi-informant test battery to assess children’s school readiness in terms of executive functions (EFs), language and emergent literacy, motor skills, and socioemotional behavior. During the spring term of a child’s first grade year, we collected academic and non-academic (i.e., EFs, motor skills, socioemotional- and classroom behavior, and creative thinking) school outcomes. A latent profile analysis revealed four distinct profiles. Children in the “Parent Positive” (29%) profile were rated positively by their parents, and performed variably on motor and language/emergent literacy skills tests. The second profile–“Multiple Strengths” (13%)–consisted of children showing strengths in multiple domains, especially with respect to motor skills. Children from the third profile–“Average Performers” (50%)–did not show any distinct strengths or weaknesses, rather displayed school readiness skill levels close to, or just below the sample mean. Finally, the “Parental Concern” (8%) profile was characterized by high levels of parental concerns, while displaying slightly above average performance on specific motor and language skills. Motor skills clearly distinguished between profiles, next to parent-rated EFs and socioemotional behavior, and to a lesser extent emergent literacy skills. School readiness profiles were found to differ in mean scores on first grade academic achievement, parent- and teacher-rated EFs, motor skills, parent-rated socioemotional functioning, and pre-requisite learning skills. The pattern of mean differences was complex, suggesting that profiles could not be ranked from low to high in terms of school outcomes. Longitudinal studies are needed to disentangle the interaction between emerging school readiness of the child and the surrounding context.

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School readiness skills at age four predict academic achievement through 5th grade

Cited by 61 publications

References 50 publications

Informal STEM Learning for Young Children: A Systematic Literature Review

Informal STEM Learning for Young Children: A Systematic Literature Review

A Closer Look at the Birth Order Effect on Early Cognitive and School Readiness Development in Diverse Contexts

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes

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