Family support and gains in school readiness
A longitudinal study
Bibliographic Data
| ID | 9616540 |
|---|---|
| Authors | Claire Hughes (0000-0003-2545-3025, Centre for Family Research University of Cambridge UK, corresponding author), Naomi White (0000-0001-6359-481X, Centre for Family Research University of Cambridge UK), Foley (0000-0001-8900-9885, University of Cambridge), Sarah Foley (0000-0003-3450-148X, Centre for Family Research University of Cambridge UK), Rory T Devine (0000-0002-3710-7878, Centre for Family Research University of Cambridge UK) |
| Year | 2018 |
| Volume | 88 |
| Issue | 2 |
| Pages | 284-299 |
| Publication date | 2018-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12188 |
| PMID | 28921487 |
| OpenAlex | W2756340807 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
BACKGROUND: Traditional measures of school readiness are labour-intensive and do not assess family support. AIMS: The current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers' ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness. SAMPLE: = 3.98 years, SD = 0.66). METHOD: Teachers and nursery workers completed BESSI questionnaires for each participant on two occasions separated by 6 months. RESULTS: The four latent factors of the BESSI (i.e., Behavioural Adjustment, Language and Cognition, Daily Living Skills and Family Support) exhibited longitudinal measurement invariance and individual differences in ratings on each factor showed strong stability over time. BESSI ratings were also sensitive to improvements over time. Auto-regressive models showed that family support and family income (as measured by eligibility for pupil premium support) at Time 1 each uniquely predicted child outcomes at Time 2. CONCLUSIONS: These findings highlight the importance of family contexts for children's school readiness
Cognition · Developmental psychology · Family income · Family support · Foley · Longitudinal study · Pupil · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology
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Working With Missing Values
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,13 |
| Citation span | 2018 - 2018 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |