“Children’s Early Approaches to Learning and Academic Trajectories Through 5th Grade”
Children’s behavior when they first enter school can affect their progress throughout the elementary years, regardless of their race, ethnicity, or socioeconomic background, says a study in the September issue of Developmental Psychology.
Drawing on the U.S. Department of Education’s Early Childhood Longitudinal Study’s Kindergarten Cohort, researchers from the University of Pittsburgh, Loyola University-Chicago, and Colombia’s Universidad de los Andes tracked students’ learning gains. They found kindergartners with a positive learning approach—as defined by persistence, emotional regulation, attentiveness, organization, and flexibility—made more progress in mathematics and reading through 5th grade.
Vol. 30, Issue 04, Page 5Published in Print: September 22, 2010, as Early Childhood