The factors associated with school readiness: Sensory processing, motor, and visual perceptual skills, and executive functions in kindergarten children

Aydoner, Selen; Bumin, Gonca

doi:10.1080/21622965.2023.2275677

Cited by 4 publications

(2 citation statements)

References 67 publications

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“…Brains process information from different sensory modalities such as visual, audio, and tactile information in a coordinated manner [63]. Integrative learning, such as learning mathematics and language while engaging in hands-on science activities, stimulates various areas of the brain to generate a more comprehensive understanding of information [64,65]. This is especially important for young children, to whom experiential learning transforms concrete objects into abstract understanding [45,66].…”

Section: Developmentally Appropriate Early Childhood Science Educationmentioning

confidence: 99%

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Chen,

Sermeno,

Hodge

et al. 2024

Education Sciences

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The two goals of this study are to examine the impact of an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and to explore the association between science teaching and environment quality and children’s self-regulated learning. A total of 110 children (Mage = 60 months) and 20 teachers from preschools and kindergartens in rural regions of Idaho, U.S., participated in this mixed-methods study between August 2022 and May 2023. Children’s and teachers’ pre-test and post-test data were collected using validated observation tools, surveys, and reflection journals. The results from repeated measures ANOVA and linear mixed regression show that there were statistically significant increases in children’s self-regulated learning scores and teachers’ science teaching efficacy and metacognitive knowledge, but not metacognitive regulation skill scores post-PD. Thematic analysis revealed evidence about children’s learning interests and inquiry skills, and that science activities supported children’s learning in other subjects and developmental domains (e.g., literacy, mathematics, and social-emotional skills). Our results indicate the potential for supporting young children’s self-regulated learning by training teachers to implement a developmentally appropriate, hands-on science curriculum that focuses on reflective thinking and a holistic understanding of science concepts and process skills.

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Section: Developmentally Appropriate Early Childhood Science Educationmentioning

confidence: 99%

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Chen,

Sermeno,

Hodge

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…Brains process information from different sensory modalities such as visual, audio, and tactile information in a coordinated manner (Cantor et al, 2021). Integrative learning, such as learning mathematics and language while engaging in hands-on science activities, stimulates various areas of the brain to generate a more comprehensive understanding of knowledge (Aydoner & Bumin, 2023;Mavilidi et al, 2018). This is particularly important for young children at the sensory-motor and preoperational stage, to whom, experiential learning transforms concrete objects into abstract understanding (Babakr et al, 2019;Saxena, 2020).…”

Section: Developmentally Appropriate Early Science Learningmentioning

confidence: 99%

Young Children’s Self-Regulated Learning Benefited from A Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Chen,

Sermeno,

Hodge

et al. 2024

Preprint

View full text Add to dashboard Cite

The two goals of this study are to examine the impact of an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and to explore the association between science teaching and environment quality and children’s self-regulated learning. A total of 110 children (Mage = 60 months) and 20 teachers from preschools and kindergartens in rural regions of Idaho, U.S. participated in this mixed methods study between August 2022 and May 2023. Children’s and teachers’ pretest and posttest data were collected using validated observation tools, surveys, and reflection journals. Results from repeated measure ANOVA and linear mixed regression showed that there were statistically significant increases in children’s self-regulated learning scores and teachers’ science teaching efficacy and metacognitive knowledge, but not metacognitive regulation skill scores post-PD. Thematic analysis revealed evidence about children’s learning interests and inquiry skills, and that science activities supported children’s learning in other subject and developmental domains (e.g., literacy, mathematics, and social-emotional skills). Our results indicated the potential for supporting young children’s self-regulated learning by training teachers to implement a developmentally appropriate, hands-on science curriculum that focused on reflective thinking and a holistic understanding of science concepts and process skills.

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The long-lasting benefits of pre-kindergarten education on autistic children’s working memory development

Kim

2024

Autism

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Working memory functions as an underlying force for school readiness, yet many autistic children have difficulties with it. Similarly, autistic children tend to start kindergarten with less school readiness compared with their peers. In addition, children from lower socioeconomic status (SES) backgrounds face additional barriers in working memory and school readiness. Preschool-age children with autism in the United States are entitled to pre-kindergarten (pre-K) education, yet it is unknown whether pre-K education produces long-lasting benefits in working memory. This study used a nationally representative data set to examine whether pre-K education has immediate and long-term benefits on the working memory development of children in the general sample, and whether it is particularly beneficial for autistic children’s working memory development, when controlling for SES. A series of multiple regression and interaction analyses indicated that, for the general sample, having attended pre-K predicted advanced working memory during the first 2 years of elementary school (K to first grade). Particularly for autistic children, the onset of such benefits started later, in Spring of first grade, but lasted longer, until Spring of third grade (3 years). Practical implications and future directions pertaining to capitalizing on autistic children’s cognitive potential and this protracted window of growth are discussed. Lay abstract Working memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems. However, autistic children often have difficulties with working memory tasks. Also, kindergarteners on the autism spectrum tend to be less school-ready compared with their peers. In addition, children from disadvantaged backgrounds tend to struggle more with working memory and school readiness skills. All preschool-age children on the autism spectrum in the United States are entitled to pre-kindergarten (pre-K) education. However, it is unclear whether attending pre-K helps with children’s working memory development in the long run. This study tested whether attending pre-K benefits children’s working memory development in the long run. It also tested whether pre-K is especially helpful for autistic children’s working memory development. It was found that children who attended pre-K outperformed their peers who did not attend pre-K during the first 2 years of elementary school. However, after first grade, such benefits diminished. Importantly, autistic children who attended pre-K did not demonstrate advanced working memory immediately in kindergarten, but they started to outperform their autistic peers who did not attend pre-K during first grade to third grade. This finding highlights the importance of pre-K education for autistic children in particular. It is also important for educators and parents to understand autistic children’s unique learning paths that may be different from non-autistic children. This article discusses specific ways for educators to take full advantage of the long-lasting benefits of pre-K education in autistic children’s working memory development.

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The factors associated with school readiness: Sensory processing, motor, and visual perceptual skills, and executive functions in kindergarten children

Cited by 4 publications

References 67 publications

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Young Children’s Self-Regulated Learning Benefited from A Metacognition-Driven Science Education Intervention for Early Childhood Teachers

The long-lasting benefits of pre-kindergarten education on autistic children’s working memory development

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