Early Childhood Report Roundup

Early Childhood

By Sarah D. Sparks — September 21, 2010 1 min read
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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.

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A version of this article appeared in the September 22, 2010 edition of Education Week as Early Childhood

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