School Readiness of Five-Year-Old Children from Socio-Economically Disadvantaged Areas: Evidence from the Preparing for Life Evaluation

Autor/inn/en	Pitsia, Vasiliki; Kent, Grainne
Titel	School Readiness of Five-Year-Old Children from Socio-Economically Disadvantaged Areas: Evidence from the Preparing for Life Evaluation
Quelle	In: Irish Educational Studies, 42 (2023) 3, S.359-379 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pitsia, Vasiliki) ORCID (Kent, Grainne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
DOI	10.1080/03323315.2021.1964567
Schlagwörter	Foreign Countries; School Readiness; Preschool Children; Socioeconomic Status; Disadvantaged; Physical Health; Well Being; Cognitive Development; Language; Maturity (Individuals); Early Experience; Family Environment; Parent Participation; Parent Child Relationship; Mothers; Infants; Nutrition; Attachment Behavior; Predictor Variables; Child Rearing; Stress Variables; Sex; Ireland; Parenting Stress Index; Home Observation for Measurement of Environment + Suchen Sie Ihr Suchwort? Ausland; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Gesundheitszustand; Well-being; Wellness; Wohlbefinden; Kognitive Entwicklung; Languages; Sprache; Reifung; Frühbeginn; Familienmilieu; Elternmitwirkung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Infant; Toddler; Toddlers; Kleinkind; Ernährung; Attachment; Bindungsverhalten; Prädiktor; Kindererziehung; Geschlecht; Geschlechtsverkehr; Irland
Abstract	Being school-ready when transitioning to the primary school system has been associated with favourable outcomes during schooling and adult life. While children living in socio-economically disadvantaged areas may be at a higher risk of being less school-ready, research in the area has highlighted that not all children experience such a delay. This study examined a range of factors that may account for differences in outcomes across five school readiness domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, and communications skills and general knowledge) within a sample of children living in socio-economically disadvantaged areas. Drawing on data from a sample of five-year-old children involved in the Preparing for Life (PFL) evaluation in Ireland, this study explored the role of child and early environmental factors in facilitating or hindering children's development across these school readiness domains. Statistical analysis identified child's sex, parental involvement and learning materials at home, parent-child interactions, mother's attempt to breastfeed, and mother-child attachment as significant predictors of school readiness after accounting for other factors. Findings contribute to the Irish and international literature on the role of early demographical and environmental factors in shaping school readiness, especially for children from socio-economically disadvantaged areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01