Understanding Peer Effects for Executive Function and Academic Development in a Diverse Sample of Preschoolers

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Childhood Education Journal Pub Date : 2024-12-12 DOI:10.1007/s10643-024-01822-6

Haruka Konishi, Ryan P. Bowles, Lori E. Skibbe, Janelle J. Montroy, Claire E. Cameron, Megan M. McClelland

引用次数: 0

Abstract

Classmates’ academic and executive function (EF) skills are important predictors of individual EF and achievement. The present study investigated the effects of peer EF, using a battery of measures, on individual EF and academic achievement in preschool. Peer effects were assessed for 321 preschool-aged children from 48 classrooms. Using hierarchical linear modeling, peer EF predicted student gains in executive function, vocabulary, and math, but not literacy. Results suggested that classrooms with higher overall EF had students who achieved more skills over the course of the school year in comparison to children in classrooms with lower levels of EF. The effect of fall peer EF on spring student EF was greater for low-income dual language learners (DLLs) than monolinguals. Findings suggest that EF, math, and vocabulary knowledge are socially mediated by peers and can have differential effects on DLLs.

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了解同伴效应对不同学龄前儿童执行功能和学业发展的影响

同学的学业和执行功能技能是个体学业和成就的重要预测因子。本研究采用一系列的测量方法，探讨了同伴教育对幼儿个体教育和学业成绩的影响。对来自48个教室的321名学龄前儿童的同伴效应进行了评估。利用层次线性模型，同伴EF预测了学生在执行功能、词汇和数学方面的进步，但没有预测到读写能力。结果表明，与EF水平较低的教室相比，整体EF水平较高的教室里的学生在整个学年中获得了更多的技能。低收入双语学习者秋季同伴学习对春季学生学习的影响大于单语学习者。研究结果表明，英语、数学和词汇知识是由同伴介导的，并且对dll有不同的影响。

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

Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

14.80%

发文量

124

期刊介绍： Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field