Most important skills acquired by age 5

Question 1

Statement

Answer 1

Many skills need to succeed at school
School readiness - many researchers have different ideas about what is the most important thing
For example, physical health, adequate academic skills and executive function

Question 2

Point 1

Answer 2

Physical health, well nourished - NCES kindergarten survey on teacher beliefs about school readiness think this is the most important thing

Question 3

Point 1 - evidence 1

Answer 3

Florence et al, 2008
Students with decreased overall diet were more likely to perform poorly on assessments - association between diet and academic performance

shows important of school nutrition programs
5200 students

Question 4

Point 1 - evidence 2

Answer 4

Glewwe et al, 2001
Better nourished children perform significantly better in school - partly due to having less time off, being more productive when there - should invest in early childhood nutrition program

Longitudinal - followed from birth till end of primary education

Question 5

Point 2

Answer 5

Adequate academic skills in maths and English

Question 6

Point 2 - evidence 1

Answer 6

Claessens and Engel, 2013
Early maths skills predict reading, maths and science achievement. This grade retention is from kindergarten through to eight grade. Shows importance of maths skills not only for maths but other achievement

Longitudinal
Importance of interventions

Question 7

Point 2 - evidence 2

Answer 7

Sparks et al, 2014
First grade reading skills were a strong predictor of 10th grade outcomes - shows benefits of providing children with a fast start in reading

Longitudinal - first grade till 10th grade

Question 8

Point 2 - evidence 3

Answer 8

Duncon et al, 2007
The strongest predictors of later achievement are maths skills, reading and attention. A meta-analysis of the results shows that early maths skills have the greatest predictive power, followed by reading

Longitudinal study - 6 data sets
Controlled for other skills measured before school entry and family background measures

Question 9

Point 3

Answer 9

Executive function - attention, focus in school, regulate emotions, impulsivity

Question 10

Point 3 - evidence 1

Answer 10

Masten et al, 2012
Children completed six EF tasks and 3 IQ measures. Teachers later rated children’s school adjustment in 5 domains of achievement. The findings showed that EF skills are important for school success

Measured EF using 6 different tasks - increases the reliability and validity

Question 11

Point 3 - evidence 2

Answer 11

Blair and Razza, 2007
Examined the role of self-regulation in academic ability. Measures of EF were related to math and literacy ability in kindergarten

Teacher and parent ratings
Measured EF in a variety of different ways

Question 12

Point 3 - evidence 3

Answer 12

Clarke et al, 2010
Examined links between children’s EF abilities at age 4 and achievement at 6. Followed children from 2-6. Age 4, completed a series of EF tasks. Measures of maths performance collected at age 6. Results showed that performance on the EF measures during pre school accounted for variability in children’s early mathematical achievement at school

Associations there even when individual differences in cognitive ability and reading achievement were taken into account
Early measures of EF useful in identifying children who may experience difficulties learning maths skills

Question 13

Conclusion

Answer 13

Number of skills and attributes he needs to have by the time he starts school - most importantly physical health, basic math and literacy skills and executive function