Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade
Children's school readiness in the ECLS-K: Predictions to academic, health, and social outcomes in first grade
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DOI：
10.1016/j.ecresq.2006.09.005
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发表时间：
2006-01-01
影响因子：
3.7
通讯作者：
Calkins, Julia
中科院分区：
文献类型：
--
作者：
Hair, Elizabeth;Halle, Tamara;Calkins, Julia
两项研究探讨了儿童入学时的入学准备模式，以及这些模式如何预测1998-1999年幼儿园早期纵向研究（N = 17，219）中首次入学者的全国代表性样本的一年级成绩。在研究1中，聚类分析揭示了幼儿园入学时的四个概况：全面积极发展（30%），社会/情感和健康优势（34%），社会/情感风险（13%）和健康风险（样本的22.5%）。研究2的结果表明，具有两种“风险”特征之一的儿童更有可能来自具有多种社会经济不利因素的家庭。此外，所有四个配置文件差异预测在小学早期的学术和社会适应。具有风险特征的儿童在所有结果中表现最差;具有全面积极发展特征的儿童表现最好。作者讨论了早期识别可能有入学风险的儿童的必要性，这些儿童几乎没有入学准备。(c)2006年爱思唯尔公司All rights reserved.
Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social/emotional and health strengths (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two "risk" profiles were more likely to be from families with multiple socioeconomic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with a risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The authors discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths. (c) 2006 Elsevier Inc. All rights reserved.