Family Routines and School Readiness during the Transition to Kindergarten

Autor/inn/en	Ferretti, Larissa K.; Bub, Kristen L.
Titel	Family Routines and School Readiness during the Transition to Kindergarten
Quelle	In: Early Education and Development, 28 (2017) 1, S.59-77 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1195671
Schlagwörter	Kindergarten; School Readiness; Family Environment; Structural Equation Models; Longitudinal Studies; Surveys; Young Children; Preschool Children; Student Behavior; Prosocial Behavior; Hyperactivity; Attention; Reading Achievement; Mathematics Achievement; Physical Health; Child Health; Predictor Variables; Statistical Analysis; Early Childhood Longitudinal Survey; Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Familienmilieu; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; Hyperaktivität; Aufmerksamkeit; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gesundheitszustand; Prädiktor; Statistische Analyse
Abstract	Research Findings: Using data from 3,250 participants in the Early Childhood Longitudinal Study, Birth Cohort, we used structural equation modeling to investigate whether family routines (e.g., bedtime routine, reading routine) established in preschool predict children's school readiness (i.e., academic skills, social-emotional skills, and physical health) in kindergarten, a foundational year for establishing children's academic trajectories. Analyses revealed that higher levels of routines in preschool were associated with greater declines in teacher-reported conduct problems and hyperactive/inattentive behavior and greater gains in prosocial behaviors from preschool to kindergarten. Higher routines also predicted greater gains in both reading and mathematics scores as well as greater improvements in physical health. Telling stories appears to be the most salient routine for children's social-emotional outcomes, whereas bedtime routines most strongly predicts differences in children's academic skills and health outcomes. Practice or Policy: The results suggest that family routines may be an important tool for preparing and supporting children and parents for the kindergarten transition even before school entry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01