Are Math and Behavioral Skills Interrelated? A Longitudinal Analysis in Early Childhood

Autor/inn/en	Fisk, Eleanor; Lombardi, Caitlin McPherran
Titel	Are Math and Behavioral Skills Interrelated? A Longitudinal Analysis in Early Childhood
Quelle	In: Developmental Psychology, 57 (2021) 12, S.2106-2118 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fisk, Eleanor) ORCID (Lombardi, Caitlin McPherran)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0001273
Schlagwörter	Mathematics Skills; Child Behavior; School Readiness; Correlation; Prosocial Behavior; Behavior Problems; Preschool Children; Kindergarten; Age Differences; Student Diversity; Preschool Education; Disadvantaged Youth; Individual Characteristics; Early Childhood Longitudinal Survey; Social Skills Rating System + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Readiness for school; School ability; Schulreife; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Age; Difference; Age difference; Altersunterschied; Benachteiligter Jugendlicher; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	The interrelationships between math and behavioral skill development prior to school entry are not well understood, yet have important implications for understanding how to best prepare young children for kindergarten. This study addresses this gap by utilizing a sample of 1,750 children (53% male; 47% White, 16% Black, 16% Hispanic, 8% Asian, and 13% other or multirace) from the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to examine the interrelationships between behavioral (parent-reported prosocial skills and externalizing problems) and math skills (directly assessed) across the ages of 4, 5, and 6 years. Results from a random intercept cross-lagged panel model (RICLPM) revealed significant between-person associations between each of these skills over time. After controlling for these between-person differences, findings identified several significant within-person associations both between and within domains, with prosocial skills at age 4 predicting both prosocial and math skills at age 5. At age 5, math skills were predictive of future math and prosocial skills at age 6. Externalizing problems were not significantly associated with either of the other skills at any time points, but did predict continued externalizing problems from ages 5 to 6. Findings highlight the importance of supporting children's prosocial and math skills in conjunction with one another during early childhood prior to school entry. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01