Baseline Inequalities: Social Skills at Preschool Entry Moderate Math Development

Autor/inn/en	Mackintosh, Bonnie B.; Rowe, Meredith
Titel	Baseline Inequalities: Social Skills at Preschool Entry Moderate Math Development
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1728446
Schlagwörter	Interpersonal Competence; Preschool Children; School Readiness; Mathematics Skills; Low Income Students; Minority Group Students; Mathematics Achievement; Predictor Variables; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Prädiktor; Soziale Entwicklung; Gefühlsbildung
Abstract	Low-income children often enter kindergarten behind higher-income peers in math; gaps also exist in social-emotional aspects of school readiness, fueling interest in cross-domain relations and whether -- and which -- social skills matter for promoting early math skills. With a sample (N = 76) of mostly low-income, minority preschool children, we investigated the extent to which children's adaptive social problem-solving skills at preschool entry vary and whether these differences moderate early math skill development during the preschool year. Using longitudinal modeling, results show that children begin preschool with varying adaptive social problem-solving skills; these variations are associated with differences in the rates at which children learn early math skills, controlling for baseline language and age. Findings illustrate an increase in the math gap associated with differences in baseline adaptive social problem-solving skills, suggesting that low-income children with more adaptive social problem-solving skills -- already present at preschool entry -- learn early math skills faster compared to peers with fewer adaptive social problem-solving skills. Results can guide preschool curricula in programs serving low-income children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01