Empirically-Derived, Person-Oriented Patterns of School Readiness in Typically-Developing Children
Description and Prediction to First-Grade Achievement
Bibliographic Data
| ID | 15029244 |
|---|---|
| Authors | Timothy R Konold (0000-0003-0092-9234, University of Virginia, corresponding author), Robert C Pianta (0000-0002-6280-8051, University of Virginia) |
| Year | 2005 |
| Volume | 9 |
| Issue | 4 |
| Pages | 174-187 |
| Publication date | 2005-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Developmental Science (JOURNAL) |
| Journal identifiers | ISSN: 1088-8691 • E-ISSN: 1532-480X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s1532480xads0904_1 |
| OpenAlex | W2082952678 |
| Language | EN |
| Citations received | 34 |
| References cited | 30 |
School readiness assessment is a prominent feature of early childhood education. Because the construct of readiness is multifaceted, we examined children's patterns on multiple indicators previously found to be both theoretically and empirically linked to school readiness: social skill, interactions with parents, problem behavior, and performance on tests of cognition and attention. Multistage cluster analysis with independent replications was used to empirically identify normative profiles in a sample of 964 typically developing 54-month-old children. This procedure considered how the aforementioned indicators operate in concert by accounting for the nonlinear multivariate relations among them. Results supported six common (or core) profile types that satisfied all formal heuristic and statistical criteria, including complete coverage, satisfactory within-type homogeneity, between-type dissimilarity, and replicability. Resulting profiles suggest that cognitive process and self regulation develop somewhat independently, resulting in profiles that reveal both linkage and independence of these areas of development. A summary of the defining characteristics for each profile is provided. In addition, the performance of children comprising different profiles was investigated on three concurrent achievement measures to further substantiate the external validity of the resulting configurations. Because readiness connotes a link to the future, predictive validity was examined by evaluating differences between profile types on three achievement measures collected in first grade. Results are discussed in the context of a compensatory hypothesis, one which acknowledges that there is more than one route to successful, or at least adequate, educational outcome among typically developing children
Cognition · Construct (python library · Construct validity · Context (archaeology · Developmental psychology · Normative · Psychometrics · Child and Adolescent Psychosocial and Emotional Development · Computer Science · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology
Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings
Can Temperament Predict School Readiness in At-Risk Kindergarteners? A Combination of Variable-Oriented and Person-Oriented Approaches
Behavioral Self-Regulation as a Protective Factor for Children at Risk of Reading Failure
Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development
Profiles of early childhood developmental skills and experiences of risk
School Readiness in 4-Year-Old Very Preterm Children
Using a “child's‐eye view” of social success to understand the importance of school readiness at the transition to formal schooling
Behavioral and Cognitive Readiness for School
Variation in children's classroom engagement throughout a day in preschool
Children's school readiness in the ECLS-K
Measuring success
A pilot study of early childhood mental health consultation for children with behavioral problems in preschool
Preschool to kindergarten transition patterns for African American boys
Profiles of school readiness among four-year-old Head Start children
Exploring patterns of Latino/a children's school readiness at kindergarten entry and their relations with Grade 2 achievement
Associations between child home language, gender, bilingualism and school readiness
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Identification and validation of school readiness profiles among high-risk kindergartners
Family and social risk, and parental investments during the early childhood years as predictors of low-income children's school readiness outcomes
Emergent literacy profiles among prekindergarten children from low-SES backgrounds
National profiles of school readiness skills for Head Start children
The development of cognitive skills and gains in academic school readiness for children from low-income families
School readiness and later achievement
School readiness and later achievement
Forecasting youth adjustment at age 15 from school readiness profiles at 54 months
How profiles of school readiness relate to grade 3 performance among low-income ethnically- and linguistically-diverse children
Relationships Among Informant Based Measures of Social Skills and Student Achievement
Does the early childhood education and care in India contribute to children's skill development
School readiness among vulnerable children
Are Chinese urban children ready for preschool? Latent profiles and associated predictors
School readiness is more than the child
Early School Adjustment and Educational Attainment
The Racial/Ethnic Composition of Elementary Schools and Young Children’s Academic and Socioemotional Functioning
The Early Development Instrument
Enhancing relationships between children and teachers.
From Neurons to Neighborhoods
Cluster Analysis
Development of Academic Skills from Preschool Through Second Grade
Predicting Children's Competence in the Early School Years
Hierarchical Grouping to Optimize an Objective Function
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
Meg
Teachers’ judgments of problems in the transition to kindergarten
Children at risk for early academic problems
Working memory deficits in children with low achievements in the national curriculum at 7 years of age
Assessing similarity between profiles
| Citations per year | 1.7 |
|---|---|
| Citation span | 2006 - 2026 (21) |
| Highly cited | No |