弱势儿童的入学准备:采用以人为本的方法对各项研究进行系统审查

Gabrielle Garon-Carrier, Corinne Mavungu-Blouin, Marie-Josée Letarte, Jasmine Gobeil-Bourdeau, Caroline Fitzpatrick
{"title":"弱势儿童的入学准备:采用以人为本的方法对各项研究进行系统审查","authors":"Gabrielle Garon-Carrier, Corinne Mavungu-Blouin, Marie-Josée Letarte, Jasmine Gobeil-Bourdeau, Caroline Fitzpatrick","doi":"10.1186/s41155-024-00298-y","DOIUrl":null,"url":null,"abstract":"Research has consistently shown that some children are more vulnerable at the time of school readiness. Better understanding the characteristics of these children is therefore important. Most studies have used a variable-based approach, which may mask the presence of small but important subgroups of children with mixed patterns of readiness strengths and weaknesses. Identifying subgroups with mixed readiness patterns using a person-centered approach matters because their developmental trajectories might differ in important ways from children with broader difficulties across all readiness domains. This systematic review attempts to synthesize existing profiles of school readiness conducted on preschool-aged children and to describe how these various profiles are associated with children’s academic achievement and social adjustment during their school years. Specifically, we described how the school readiness profiles vary in number of profiles identified and differences in the specific domains of school readiness. We further describe the school readiness profiles and how they predict later academic and social outcomes. Furthermore, we focus on profile differences between at-risk and non-at-risk preschoolers. Longitudinal studies published between 2005 and 2022 on profiles of school readiness before school entry and at least one subsequent academic and/or social outcomes were extracted from five databases. Eight articles were included in this systematic review out of the 117 screened peer-reviewed articles. All the studies incorporated both the cognitive and socioemotional domains of school readiness in their profiles. Fifteen profiles of school readiness at preschool age were identified based on the child level of cognitive and socioemotional skills, with 7 profiles at risk of later academic and social difficulties. Despite variation, children in these at-risk profiles of school readiness shared similar features. This literature review provides an exhaustive summary on the number of profiles and domains of school readiness most frequently reported in studies using a person-centered approach. Yielding an in-depth description of at-risk profiles of school readiness can help designing early preventive intervention for these children.","PeriodicalId":501897,"journal":{"name":"Psicologia: Reflexão e Crítica / Psychology: Research and Review","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"School readiness among vulnerable children: a systematic review of studies using a person-centered approach\",\"authors\":\"Gabrielle Garon-Carrier, Corinne Mavungu-Blouin, Marie-Josée Letarte, Jasmine Gobeil-Bourdeau, Caroline Fitzpatrick\",\"doi\":\"10.1186/s41155-024-00298-y\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Research has consistently shown that some children are more vulnerable at the time of school readiness. Better understanding the characteristics of these children is therefore important. Most studies have used a variable-based approach, which may mask the presence of small but important subgroups of children with mixed patterns of readiness strengths and weaknesses. Identifying subgroups with mixed readiness patterns using a person-centered approach matters because their developmental trajectories might differ in important ways from children with broader difficulties across all readiness domains. This systematic review attempts to synthesize existing profiles of school readiness conducted on preschool-aged children and to describe how these various profiles are associated with children’s academic achievement and social adjustment during their school years. Specifically, we described how the school readiness profiles vary in number of profiles identified and differences in the specific domains of school readiness. We further describe the school readiness profiles and how they predict later academic and social outcomes. Furthermore, we focus on profile differences between at-risk and non-at-risk preschoolers. Longitudinal studies published between 2005 and 2022 on profiles of school readiness before school entry and at least one subsequent academic and/or social outcomes were extracted from five databases. Eight articles were included in this systematic review out of the 117 screened peer-reviewed articles. All the studies incorporated both the cognitive and socioemotional domains of school readiness in their profiles. Fifteen profiles of school readiness at preschool age were identified based on the child level of cognitive and socioemotional skills, with 7 profiles at risk of later academic and social difficulties. Despite variation, children in these at-risk profiles of school readiness shared similar features. This literature review provides an exhaustive summary on the number of profiles and domains of school readiness most frequently reported in studies using a person-centered approach. Yielding an in-depth description of at-risk profiles of school readiness can help designing early preventive intervention for these children.\",\"PeriodicalId\":501897,\"journal\":{\"name\":\"Psicologia: Reflexão e Crítica / Psychology: Research and Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-04-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psicologia: Reflexão e Crítica / Psychology: Research and Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1186/s41155-024-00298-y\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psicologia: Reflexão e Crítica / Psychology: Research and Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1186/s41155-024-00298-y","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

研究一直表明,有些儿童在入学准备阶段更容易受到伤害。因此,更好地了解这些儿童的特点非常重要。大多数研究都采用了以变量为基础的方法,这可能会掩盖一些规模较小但却很重要的儿童亚群的存在,这些亚群的入学准备强弱不一。使用以人为本的方法来识别具有混合准备模式的亚群体非常重要,因为他们的发展轨迹可能与在所有准备领域都存在广泛困难的儿童有重要的不同。本系统综述试图综合现有的学龄前儿童就学准备状况,并描述这些不同的就学准备状况如何与儿童在校期间的学业成绩和社会适应相关联。具体地说,我们描述了入学准备状况在所确定的状况数量上的差异以及在入学准备的具体领域上的差异。我们进一步描述了入学准备状况,以及它们如何预测日后的学业和社会结果。此外,我们还重点关注了高风险学龄前儿童与非高风险学龄前儿童之间的特征差异。我们从五个数据库中提取了 2005 年至 2022 年间发表的关于入学前就学准备状况以及至少一种后续学业和/或社会结果的纵向研究。在经过筛选的 117 篇同行评审文章中,有 8 篇文章被纳入本系统综述。所有研究都将入学准备的认知领域和社会情感领域纳入其概况中。根据儿童的认知和社会情感技能水平,确定了 15 种学龄前入学准备状况,其中 7 种状况的儿童日后有可能出现学业和社交困难。尽管存在差异,但这些高危入学准备状况中的儿童具有相似的特征。本文献综述详尽总结了以人为本研究中最常见的入学准备状况和领域。对高危入学准备状况的深入描述有助于为这些儿童设计早期预防干预措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School readiness among vulnerable children: a systematic review of studies using a person-centered approach
Research has consistently shown that some children are more vulnerable at the time of school readiness. Better understanding the characteristics of these children is therefore important. Most studies have used a variable-based approach, which may mask the presence of small but important subgroups of children with mixed patterns of readiness strengths and weaknesses. Identifying subgroups with mixed readiness patterns using a person-centered approach matters because their developmental trajectories might differ in important ways from children with broader difficulties across all readiness domains. This systematic review attempts to synthesize existing profiles of school readiness conducted on preschool-aged children and to describe how these various profiles are associated with children’s academic achievement and social adjustment during their school years. Specifically, we described how the school readiness profiles vary in number of profiles identified and differences in the specific domains of school readiness. We further describe the school readiness profiles and how they predict later academic and social outcomes. Furthermore, we focus on profile differences between at-risk and non-at-risk preschoolers. Longitudinal studies published between 2005 and 2022 on profiles of school readiness before school entry and at least one subsequent academic and/or social outcomes were extracted from five databases. Eight articles were included in this systematic review out of the 117 screened peer-reviewed articles. All the studies incorporated both the cognitive and socioemotional domains of school readiness in their profiles. Fifteen profiles of school readiness at preschool age were identified based on the child level of cognitive and socioemotional skills, with 7 profiles at risk of later academic and social difficulties. Despite variation, children in these at-risk profiles of school readiness shared similar features. This literature review provides an exhaustive summary on the number of profiles and domains of school readiness most frequently reported in studies using a person-centered approach. Yielding an in-depth description of at-risk profiles of school readiness can help designing early preventive intervention for these children.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信