Developmental Patterns of Cognitive and Non-Cognitive Skills of Russian First-Graders

Autor/inn/en	Orel, Ekaterina; Brun, Irina; Kardanova, Elena; Antipkina, Inna
Titel	Developmental Patterns of Cognitive and Non-Cognitive Skills of Russian First-Graders
Quelle	In: International Journal of Early Childhood, 50 (2018) 3, S.297-314 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Orel, Ekaterina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-7187
DOI	10.1007/s13158-018-0226-8
Schlagwörter	Grade 1; Elementary School Students; International Assessment; Educational Indicators; Foreign Countries; Cognitive Development; Social Development; Emotional Development; Gender Differences; Phonological Awareness; Receptive Language; Child Development; Mothers; Educational Attainment; Books; Family Environment; Learning Activities; Kindergarten; Attendance; Teaching Methods; Equal Education; Russia + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Educational indicato; Bildungsindikator; Ausland; Kognitive Entwicklung; Soziale Entwicklung; Gefühlsbildung; Geschlechterkonflikt; Rezeptive Kommunikationsfähigkeit; Kindesentwicklung; Mother; Mutter; Bildungsabschluss; Bildungsgut; Book; Buch; Monographie; Monografie; Familienmilieu; Lernaktivität; Anwesenheit; Teaching method; Lehrmethode; Unterrichtsmethode; Russland
Abstract	This study explores patterns of development in cognitive, as well as social and emotional skills for children in the first year of school in Russia. The data analyzed are drawn from the International Performance Indicators in Primary Schools project. This is a large-scale assessment project involving 2741 children from two Russian regions. A k-means cluster analysis identifies four groups of children according to their cognitive and non-cognitive profiles, assessed at the beginning of the school year. Additional analyses explored how levels of children's skill in each cluster differed by gender, phonological awareness and receptive vocabulary, maternal education, number of books in the home, parent involvement in home learning activities, and attendance at kindergarten in the year prior to school. The clusters proved to be stable across the end of the school year when a follow-up assessment was completed. The distinctive developmental characteristics of children from different clusters might be used to inform teachers in the first year of school about how they can adapt their teaching approaches to address the distinctive learning needs of different groups of children to reduce educational inequalities through primary school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01