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Can We Predict Non-Response in Developmental Tasks? Assessing the Longitudinal Relation between Toddlers' Non-Response and Early Academic Skills
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Spit, Sybren; Mulder, Hanna; Houdt, Carolien; Verhagen, Josje – Infant and Child Development, 2023
To date, virtually no studies have examined toddlers' non-response in developmental tasks. This study investigates data from 3667 toddlers to address (1) whether two aspects of non-response (completion and engagement) are separable, (2) how stable these aspects are from ages two to three, (3) how non-response relates to background characteristics,…
Descriptors: Toddlers, Developmental Tasks, Predictor Variables, Child Behavior
Multigrade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socioemotional Development
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Ansari, Arya – Infant and Child Development, 2017
Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only…
Descriptors: Social Development, Emotional Development, Multigraded Classes, Executive Function
Academic Socialization and the Transition to Kindergarten: Parental Beliefs about School Readiness and Involvement
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Puccioni, Jaime; Baker, Erin Ruth; Froiland, John Mark – Infant and Child Development, 2019
The current study examines associations among parents' school readiness beliefs, home-based involvement, and measures of school readiness using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (N = 13,999). A structural equation model was estimated, and results show that parents' school readiness beliefs and…
Descriptors: Socialization, Parent Attitudes, School Readiness, Correlation
Theory of Mind at School: Academic Outcomes and the Influence of the School Context
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Lecce, Serena; Devine, Rory T. – Infant and Child Development, 2022
The recent expansion of research on children's understanding of others' minds (or 'theory of mind', ToM) into middle childhood provides fresh opportunities to consider its origins and consequences. In this paper, we propose that, in addition to supporting children's social interactions, individual differences in ToM benefit academic achievement,…
Descriptors: Theory of Mind, Outcomes of Education, Sociocultural Patterns, Child Development
How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
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Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine; Wyatt, Todd M. – Infant and Child Development, 2014
Starting on positive trajectories at school entry is important for children's later academic success. Using partial least squares, we sought to specify interrelations among all theory-based components of social-emotional learning (SEL), and their ability to predict later classroom adjustment and academic readiness in a modelling context.…
Descriptors: Social Development, Emotional Development, Executive Function, School Readiness
Shared Book Reading and Preschool Children's Academic Achievement: Evidence from the Early Childhood Longitudinal Study-Birth Cohort
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Barnes, Erica; Puccioni, Jaime – Infant and Child Development, 2017
This paper examines the relationships among the quality and quantity of parent-child shared book reading (SBR) engagements and children's reading and mathematics outcomes in preschool. Additionally, we explore how child and family characteristics predict the quality and quantity of SBR. Quantity was measured using parental reports of the frequency…
Descriptors: Academic Achievement, Socioeconomic Status, Race, Ethnicity
Children with Behaviour Problems: The Influence of Social Competence and Social Relations on Problem Stability, School Achievement and Peer Acceptance across the First Six Years of School
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Henricsson, Lisbeth; Rydell, Ann-Margret – Infant and Child Development, 2006
The aims of the present study were to investigate the role for problematic children of the child's social competence, teacher relations and behaviour with peers for later problem persistence, school performance and peer acceptance, in terms of moderating (protective and exacerbating) and independent effects. Groups of children with externalizing…
Descriptors: Academic Achievement, Elementary School Students, Peer Acceptance, Interpersonal Competence