Preschool competency in context: an investigation of the unique contribution of child competencies to early academic success

Developmental Psychology
Christine M McWaynePaul A McDermott

Abstract

The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success.

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Citations

Jan 11, 2012·Journal of Abnormal Child Psychology·Linda S PaganiSophie Parent
Apr 25, 2015·Journal of Applied Developmental Psychology·Carissa A CerdaJan N Hughes
Dec 18, 2012·Journal of Applied Developmental Psychology·Rachel A RazzaJeanne Brooks-Gunn
Feb 16, 2016·Child & Youth Care Forum·Rachel A RazzaJeanne Brooks-Gunn
Sep 7, 2016·Journal of Child and Family Studies·Rachel A RazzaJeanne Brooks-Gunn
Feb 2, 2013·Journal of Developmental and Behavioral Pediatrics : JDBP·Caroline Fitzpatrick, Linda S Pagani
Feb 4, 2021·International Journal of Environmental Research and Public Health·Eline Suzanne SmitLaura Nynke van der Laan
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Dec 28, 2011·Pediatrics·Regina M MilteerUNKNOWN Committee On Psychosocial Aspects Of Child And Family Health

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