The Role of Executive Function and Social-Emotional Skills in the Development of Literacy and Numeracy during Preschool: A Cross-Lagged Longitudinal Study

Autor/inn/en	Wolf, Sharon; McCoy, Dana Charles
Titel	The Role of Executive Function and Social-Emotional Skills in the Development of Literacy and Numeracy during Preschool: A Cross-Lagged Longitudinal Study
Quelle	In: Developmental Science, 22 (2019) 4, (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12800
Schlagwörter	Executive Function; Young Children; Literacy; Numeracy; Predictor Variables; Academic Ability; Social Development; Emotional Development; Child Development; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Frühe Kindheit; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Prädiktor; Soziale Entwicklung; Gefühlsbildung; Kindesentwicklung; Ausland
Abstract	The majority of evidence on the interplay between academic and non-academic skills comes from high-income countries. The aim of this study was to examine the bidirectional associations between Ghanaian children's executive function, social-emotional, literacy, and numeracy skills longitudinally. Children (N = 3,862; M age = 5.2 years at time 1) were assessed using direct assessment at three time points over the course of two school years. Controlling for earlier levels of the same skill, early executive function predicted higher subsequent literacy and numeracy skills, and early literacy and numeracy skills predicted higher subsequent executive function, indicating that the development of executive function and academic skills is inter-related and complementary over time. Early literacy and numeracy predicted subsequent social-emotional skills, but early social-emotional skills did not predict subsequent literacy and numeracy skills. The findings provide longitudinal evidence on children's learning and development in West Africa and contribute to a global understanding of the relations between various developmental skills over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01