Ten Years Old & Competent. The Fourth Stage of the Competent Children Project: A Summary of the Main Findings.

Autor/in	Wylie, Cathy
Institution	New Zealand Council for Educational Research, Wellington.
Titel	Ten Years Old & Competent. The Fourth Stage of the Competent Children Project: A Summary of the Main Findings.
Quelle	(2001), (37 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-877293-02-4
Schlagwörter	Academic Achievement; Adult Child Relationship; Child Responsibility; Children; Competence; Curiosity; Early Childhood Education; Educational Experience; Family Environment; Family Influence; Family School Relationship; Foreign Countries; Interpersonal Communication; Interpersonal Competence; Longitudinal Studies; Peer Relationship; Persistence; Problem Solving; Psychomotor Skills; Sex Differences; Student Interests; Student Motivation; Tables (Data); Teacher Attitudes; Well Being; New Zealand + Suchen Sie Ihr Suchwort? Schulleistung; Child; Kind; Kinder; Kompetenz; Neugier; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungserfahrung; Familienmilieu; Ausland; Interpersonale Kommunikation; Interpersonale Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Peer-Beziehungen; Ausdauer; Problemlösen; Psychomotorische Aktivität; Sex difference; Geschlechtsunterschied; Studieninteresse; Schulische Motivation; Tabelle; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Neuseeland
Abstract	The Competent Children Project is following a group of about 500 children in the Wellington region of New Zealand from around the age of 5 until they leave school. The main aims of the project are to describe children's progress over time and to chart contributions to their progress made by family resources, early childhood education, school experiences, children's interests and activities in the home or outside school, and peer relationships. The project focuses on 10 competencies important for well-being, school achievement and continued learning, and contributing to society and paid work: literacy, mathematics, logical problem solving, communication, curiosity, perseverance, social skills with children, social skills with adults, individual responsibility, and fine motor skills. Data have been collected at ages 5, 6, 8, and 10. Among the main findings detailed in this summary report are that most 10-year-olds were comfortable in their school environment, had very good attendance, were good at making and keeping friends, needed adult intervention to work with other children over a period of time, and had progressed in reading and problem solving. Children starting school with low competency were more likely to improve if their parents were highly educated or if their family had a high income, while high-achieving students maintained their achievement level. Other factors considered as possible contributions to children's performance were early childhood education experience, school and class characteristics, teacher perspectives, gender, parental education level, and family income. The report concludes by noting that what matters in children's progress is how children interact with adults and others and how they engage in activities, particularly those that use symbols and language. A list of publications available from the Competent Children's Project concludes the report. (KB)
Anmerkungen	NZCER Distribution Services, P.O. Box 3237, Wellington, New Zealand ($9.90 New Zealand). Tel: +64-(0)-4-384-7939; Fax: +64-(0)-4-384-7933; Web site: http://www.nzcer.org.nz.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC