Haruka Konishi, Ryan P. Bowles, Lori E. Skibbe, Janelle J. Montroy, Claire E. Cameron, Megan M. McClelland
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Understanding Peer Effects for Executive Function and Academic Development in a Diverse Sample of Preschoolers
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.
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
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