TY - JOUR
T1 - Moderating effects of executive functions and the teacher-child relationship on the development of mathematics ability in kindergarten
AU - The Family Life Project Investigators
AU - The Family Life Project Investigators
AU - The Family Life Project Investigators
AU - Blair, Clancy
AU - McKinnon, Rachel D.
AU - Vernon-Feagans, Lynne
AU - Greenberg, Mark
AU - Coxc, Martha
AU - Burchinal, Peg
AU - Willoughby, Michael
AU - Garrett-Peters, Patricia
AU - Mills-Koonce, Roger
AU - Ittig, Maureen
PY - 2016/2/1
Y1 - 2016/2/1
N2 - Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary grades. Few studies, however, have examined the joint influence of these readiness variables on early school outcomes. Using data from a prospective longitudinal sample of 1292 children and families in predominantly low-income and rural communities, we found that executive function at child age 48 months and a higher quality relationship with the kindergarten teacher each uniquely moderated the effect of math ability in preschool on math ability at the end of kindergarten. This effect was seen for math ability as measured by the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) mathematics assessment battery but not the Woodcock-Johnson III Tests of Achievement Applied Problems subtest. For children with lower math ability in preschool as assessed by the ECLS-K Math battery, higher executive function abilities and a more positive relationship with the kindergarten teacher were each associated with a higher than expected level of math ability in kindergarten. Conversely, lowest levels of math ability in kindergarten were observed among children with low math ability in preschool and poor executive function or a less positive relationship with the kindergarten teacher.
AB - Academic preparedness, executive function abilities, and positive relationships with teachers have each been shown to be uniquely important for school readiness and success in the early elementary grades. Few studies, however, have examined the joint influence of these readiness variables on early school outcomes. Using data from a prospective longitudinal sample of 1292 children and families in predominantly low-income and rural communities, we found that executive function at child age 48 months and a higher quality relationship with the kindergarten teacher each uniquely moderated the effect of math ability in preschool on math ability at the end of kindergarten. This effect was seen for math ability as measured by the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) mathematics assessment battery but not the Woodcock-Johnson III Tests of Achievement Applied Problems subtest. For children with lower math ability in preschool as assessed by the ECLS-K Math battery, higher executive function abilities and a more positive relationship with the kindergarten teacher were each associated with a higher than expected level of math ability in kindergarten. Conversely, lowest levels of math ability in kindergarten were observed among children with low math ability in preschool and poor executive function or a less positive relationship with the kindergarten teacher.
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U2 - 10.1016/j.learninstruc.2015.10.001
DO - 10.1016/j.learninstruc.2015.10.001
M3 - Article
VL - 41
SP - 85
EP - 93
JO - Learning and Instruction
JF - Learning and Instruction
SN - 0959-4752
ER -