The codevelopment of early social and cognitive skills in Ghana.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Developmental Psychology Pub Date : 2024-11-18 DOI:10.1037/dev0001867

Chen Li, Noelle M Suntheimer, Drew H Bailey, Sharon Wolf

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引用次数: 0

Abstract

Children's early skills are strong predictors of later learning outcomes. Research aiming to disentangle the causal effects of early skills from unmeasured, stable characteristics related to learning throughout development demonstrates that unmeasured confounders explain a large portion of the effects of early skills previously identified. To date, such research has been conducted exclusively in high-income Western countries, where education systems are better funded and overall learning outcomes are much higher than in low- and middle-income countries. The present study examined these issues in Ghana, a lower middle-income country in West Africa, using longitudinal data over 6 years (N = 2,012; 49.7% girls). We first used multilevel regression to estimate the associations of preschoolers' social and cognitive skills on their fourth and fifth grade outcomes. Next, we employed the random intercept cross-lagged-panel model to test whether the estimated effects of preschool on later skills are sensitive to a model that attempts to adjust for stable confounding factors during this developmental period. Our findings indicate interindividual stability in math and literacy, as well as codevelopment of math, literacy, and executive function during early and middle childhood. We contribute evidence on children's skill-building dynamics in a global context, with implications for how to optimize intervention programs and policies aiming to support children's academic achievement and learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

查看原文本刊更多论文

加纳早期社会和认知技能的发展。

儿童的早期技能是日后学习成果的有力预测因素。旨在将早期技能的因果效应与整个发展过程中与学习相关的未测量的稳定特征区分开来的研究表明，未测量的混杂因素解释了之前发现的早期技能效应的很大一部分。迄今为止，此类研究只在西方高收入国家进行，因为这些国家的教育系统资金充足，总体学习成绩远高于中低收入国家。本研究利用 6 年的纵向数据（样本数=2,012；49.7% 为女孩），对西非中低收入国家加纳的这些问题进行了研究。我们首先使用多层次回归法估算了学龄前儿童的社交和认知技能与其四年级和五年级成绩之间的关联。接着，我们采用随机截距跨滞后面板模型来检验学前教育对日后技能的估计影响是否对试图调整这一发展时期稳定混杂因素的模型敏感。我们的研究结果表明，在儿童早期和中期，数学和识字能力以及数学、识字和执行功能的发展具有个体间稳定性。我们提供了全球背景下儿童技能培养动态的证据，对如何优化旨在支持儿童学业成绩和学习的干预计划和政策具有重要意义。(PsycInfo Database Record (c) 2024 APA, 版权所有）。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.