Do Aspects of Social, Emotional and Behavioural Development in the Pre-School Period Predict Later Cognitive and Academic Attainment?

Autor/inn/en	Hammer, David; Melhuish, Edward; Howard, Steven J.
Titel	Do Aspects of Social, Emotional and Behavioural Development in the Pre-School Period Predict Later Cognitive and Academic Attainment?
Quelle	In: Australian Journal of Education, 61 (2017) 3, S.270-287 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944117729514
Schlagwörter	Social Development; Emotional Development; Behavior Development; Preschool Children; Predictor Variables; Academic Achievement; Cognitive Development; Hyperactivity; Foreign Countries; Behavior Problems; Screening Tests; Questionnaires; Child Behavior; Intelligence Tests; Vocabulary; Verbal Ability; Australia; Strengths and Difficulties Questionnaire; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Schulleistung; Kognitive Entwicklung; Hyperaktivität; Ausland; Screening-Verfahren; Fragebogen; Intelligence test; Intelligenztest; Wortschatz; Mündliche Leistung; Australien
Abstract	Some aspects of child non-cognitive development in pre-school have independently been shown to predict academic outcomes in later primary and early high school. However, the extent to which each aspect uniquely predicts these outcomes remains unclear. It is also unclear as to what mechanisms may predict these aspects of non-cognitive development. To address these issues, the current study sought to explore the antecedents to, and the predictive strength of, prominent aspects of early non-cognitive development (e.g. hyperactivity, pro-social behaviour, peer and conduct problems at 4-5 years of age) on children's academic achievement at 6-11 years of age from a large, longitudinal and nationally representative sample. The study found early hyperactivity to be the strongest predictor of academic achievement at age 10-11 years of age. Further, early hostile parenting styles, child's gender, and parental educational levels were the strongest and most consistent predictors of children's non-cognitive development. Findings from this study further clarify the relational nature of aspects of non-cognitive development and academic outcomes, as well as the factors that best predict early non-cognitive development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01