New kindergarten readiness indicators for math and science: Next Steps in validation, communication and projecting policy impacts

这份渴望探索的问题是，提高长期的数学、科学和阅读成绩，是否需要更多地强调在入学前或在早期学校培养特定的学习技能。正在进行的研究表明，注意力/执行功能、精细运动技能和常识(对世界的早期理解)似乎是后来认知发展和表现的基础，并对八年级的数学、科学和阅读成绩有很强的预测作用。此外，结果表明，学校并不是造成成绩差距的原因，相反，这些差距在进入幼儿园之前就已经存在，一旦出现，学校就无法弥合。这份急切的报告审视了早期研究结果得出的耐人寻味的、违反直觉的建议，是否比目前的假设更符合目标。这笔急切的赠款的目的是：(1)更好地了解认知发展和后来的成就；(2)探索早期家庭环境和早期教育，了解成就和成就差距；(3)制定支持更高成就的政策；(4)进行跨学科研究；以及(5)弥合神经科学和课堂之间的智力差距。这种渴望在新研究领域的早期阶段促进了潜在的变革性研究；这是高风险的，但在数学、科学和阅读教育方面可能会有很高的回报。这种渴望通过一个高能力的专家团队(例如，发展心理学家、科学家、神经科学家、行为遗传学家、发展和认知神经科学家、公共政策专家、经济学家和STEM教育工作者)以新颖的跨学科视角采取截然不同的方法。

This EAGER explores whether raising long-term mathematics, science and reading scores will require more emphasis on developing specific learning skills before school entry or in early schooling. Ongoing research shows that attention/executive function, fine motor skills, and general knowledge (early comprehension of the world) appear to be foundational to later cognitive development and performance and strong predictors of eighth grade mathematics, science, and reading scores. Additionally, results suggest that schools are not the cause of achievement gaps, rather, these gaps are present prior to kindergarten entry and, once they occur, schools are not able to close them. This EAGER examines whether the intriguing and counterintuitive suggestions from earlier results are more on target than present-day assumptions. The purpose of the EAGER grant is to: (1) better understand cognitive development and later achievement; (2) explore early family environments and early schooling on achievement and achievement gaps; (3) structure policies to support higher achievement; (4) conduct cross discipline research; and, (5) bridge intellectual gaps between neuroscience and classrooms. This EAGER promotes potentially transformative research in early stages of new areas of research; it is high risk but with a potentially high payoff in mathematics, science, and reading education. This EAGER takes on radically different approaches through a highly competent team of experts (e.g., developmental psychologists, scientists, neuroscientist, behavioral geneticist, developmental and cognitive neuroscientists, public policy experts, economist, and STEM educators) with novel interdisciplinary perspectives.