Cargando…

The Effects of Kindergarten and First Grade Schooling on Executive Function and Academic Skill Development: Evidence From a School Cutoff Design

Early executive function (EF) skills reliably predict school readiness and future academic success. While children’s skills undergo rapid development during the transition to formal schooling, it remains unclear the extent to which schooling exerts a unique influence on the accelerated development o...

Descripción completa

Detalles Bibliográficos
Autores principales:	Kim, Matthew H., Ahmed, Sammy F., Morrison, Frederick J.
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Frontiers Media S.A. 2021
Materias:	Psychology
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7874223/ https://www.ncbi.nlm.nih.gov/pubmed/33584442 http://dx.doi.org/10.3389/fpsyg.2020.607973

Ejemplares similares

Preschoolers’ Attitudes, School Motivation, and Executive Functions in the Context of Various Types of Kindergarten
por: Kvintova, Jana, et al.
Publicado: (2022)

Bioecological profiles of preschool children’s individual, familial, and educational characteristics, and their relations with school adjustment, academic performance, and executive function in first grade
por: Lee, Young-Eun
Publicado: (2023)

School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten
por: Lowenstein, Amy E., et al.
Publicado: (2015)

Pathways to Kindergarten Readiness: The Roles of Second Step Early Learning Curriculum and Social Emotional, Executive Functioning, Preschool Academic and Task Behavior Skills
por: Wenz-Gross, Melodie, et al.
Publicado: (2018)

Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes
por: Kamphorst, Erica, et al.
Publicado: (2021)

Home literacy environment and early reading skills in Japanese Hiragana and Kanji during the transition from kindergarten to primary school
por: Tanji, Takayuki, et al.
Publicado: (2023)

Teacher-Rated Executive Functions, Gender and Relative Age: Independent and Interactive Effects on Observed Fundamental Motor Skills in Kindergarteners
por: Escolano-Pérez, Elena, et al.
Publicado: (2022)

Rhythmic training, literacy, and graphomotor skills in kindergarteners
por: Frey, Aline, et al.
Publicado: (2022)

Executive Function and Academic Achievement in Primary School Children: The Use of Task-Related Processing Speed
por: Gordon, Rebecca, et al.
Publicado: (2018)

Students’ Psychological Adjustment in Normative School Transitions From Kindergarten to High School: Investigating the Role of Teacher-Student Relationship Quality
por: Longobardi, Claudio, et al.
Publicado: (2019)

Kindergarten Obesity and Academic Achievement: The Mediating Role of Weight Bias
por: Yu, Baeksan
Publicado: (2021)

Home Literacy Activities and Children’s Reading Skills, Independent Reading, and Interest in Literacy Activities From Kindergarten to Grade 2
por: Silinskas, Gintautas, et al.
Publicado: (2020)

Executive Function Buffers the Association between Early Math and Later Academic Skills
por: Ribner, Andrew D., et al.
Publicado: (2017)

The Role of Working Memory in Early Literacy and Numeracy Skills in Kindergarten and First Grade
por: Shvartsman, Marina, et al.
Publicado: (2023)

Early Numeracy and Literacy Skills Among Monolingual and Bilingual Kindergarten Children
por: Bar, Liat, et al.
Publicado: (2021)

Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School
por: Farina, Eleonora, et al.
Publicado: (2022)

Educating children in nursery schools and kindergartens
por: Gore, Lillian L.
Publicado: (1964)

Fogging With Peracetic Acid in Schools and Kindergartens
por: Kruszewska, Ewelina, et al.
Publicado: (2021)

Executive Functions and Quality of Classroom Interactions in Kindergarten Among 5–6-Year-Old Children
por: Veraksa, Aleksander, et al.
Publicado: (2020)

The Relationship Between Russian Kindergarteners’ Play and Executive Functions: Validating the Play Observed Behaviors Scale
por: Veraksa, Aleksander, et al.
Publicado: (2022)

Systematic Observation: Relevance of This Approach in Preschool Executive Function Assessment and Association with Later Academic Skills
por: Escolano-Pérez, Elena, et al.
Publicado: (2017)

Executive Function and Self-Regulation: Bi-Directional Longitudinal Associations and Prediction of Early Academic Skills
por: Howard, Steven J., et al.
Publicado: (2021)

Classroom Quality and Student Engagement: Contributions to Third-Grade Reading Skills
por: Guo, Ying, et al.
Publicado: (2011)

Academic Goals, Student Homework Engagement, and Academic Achievement in Elementary School
por: Valle, Antonio, et al.
Publicado: (2016)

Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1
por: Silinskas, Gintautas, et al.
Publicado: (2021)

Conscientious vaccination exemptions in kindergarten to eighth-grade children across Texas schools from 2012 to 2018: A regression analysis
por: Morrison, Maike, et al.
Publicado: (2020)

The Mediating Role of Conceptions of Learning in the Relationship Between Metacognitive Skills/Strategies and Academic Outcomes Among Middle-School Students
por: Vettori, Giulia, et al.
Publicado: (2018)

Assessing Executive Functions in Preschoolers Using Shape School Task
por: Nieto, Marta, et al.
Publicado: (2016)

Editorial: The Potential of School-Based Interventions That Target Executive Function
por: Jacob, Robin, et al.
Publicado: (2022)

Predicting academic achievement and student absences in high school: The roles of student and school attributes
por: Sideridis, Georgios, et al.
Publicado: (2023)

Parent Involvement in the Getting Ready for School Intervention Is Associated With Changes in School Readiness Skills
por: Marti, Maria, et al.
Publicado: (2018)

Corrigendum: Fogging With Peracetic Acid in Schools and Kindergartens
por: Kruszewska, Ewelina, et al.
Publicado: (2022)

Effectiveness of an Executive Function Training in Italian Preschool Educational Services and Far Transfer Effects to Pre-academic Skills
por: Traverso, Laura, et al.
Publicado: (2019)

Examining Additive and Synergistic Relations Between Preschool Self-Regulation and Executive Function Skills: Predictions to Academic Outcomes
por: Finders, Jennifer K., et al.
Publicado: (2021)

Computer-Based Training in Math and Working Memory Improves Cognitive Skills and Academic Achievement in Primary School Children: Behavioral Results
por: Sánchez-Pérez, Noelia, et al.
Publicado: (2018)

The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data
por: Maxwell, Sophie, et al.
Publicado: (2017)

Culture, executive functions, and academic achievement
por: Cho, Isu, et al.
Publicado: (2023)

Temperament, Executive Functioning, and Anxiety in School-Age Children Who Stutter
por: Rocha, Mónica Soares, et al.
Publicado: (2019)

Improving Executive Functions at School in Children With Special Needs by Educational Robotics
por: Di Lieto, Maria Chiara, et al.
Publicado: (2020)

Self-Reported Sleep and Executive Function in Early Primary School Children
por: Chen, Yulu, et al.
Publicado: (2021)

Cannot write session to /tmp/vufind_sessions/sess_ed45m6h080p97tbg2bnld8p9tr