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首页> 外文期刊>Frontiers in Psychology >The Effects of Kindergarten and First Grade Schooling on Executive Function and Academic Skill Development: Evidence From a School Cutoff Design
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The Effects of Kindergarten and First Grade Schooling on Executive Function and Academic Skill Development: Evidence From a School Cutoff Design

机译：幼儿园和一年级教育对行政职能和学术技能发展的影响：来自学校截止设计的证据

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摘要

Early executive function (EF) skills reliably predict school readiness and future academic success. While children’s skills undergo rapid development during the transition to formal schooling, it remains unclear the extent to which schooling exerts a unique influence on the accelerated development of EF and academic skills during the early years of schooling. In the present study, a quasi-experimental technique known as the school cutoff design was used to examine whether same-aged children who made vs. missed the age cutoff for school entry significantly differed on EF, reading, and math outcomes. Data from 166 pre-k, kindergarten, and first grade children (Range = 3.75–7.58 years, 92 girls) from a longitudinal study of literacy development were analyzed. Children were assessed on EF, reading, and math skills in fall and spring. Results revealed unique effects of kindergarten, but not first grade, on growth in EF and reading over and above the effect of age. Schooling was unrelated to growth in math. Because kindergarten represents the first year of elementary school and children’s first exposure to a formal schooling environment, kindergarten schooling may be uniquely positioned to produce greater gains in academic and behavioral outcomes compared to other grades.
机译：早期的执行职能（EF）技能可靠地预测学校准备和未来的学术成功。虽然儿童的技能在向正式教育过渡期间经历了快速发展，但仍然不清楚学校教育在学校教育早期对EF和学术技能的加速发展的独特影响程度。在本研究中，众所周知的准截止设计的准实验技术被用来检查所做与vss的同龄儿童是否错过了学校入学者的年龄截止的学龄截障，在EF，阅读和数学结果中显着不同。分析了来自166年前K，幼儿园和一年级儿童（范围= 3.75-7.58岁，92名女孩）的数据。在秋季和春季的EF，阅读和数学技能上评估儿童。结果揭示了幼儿园，但不是一年级的独特效果，对EF的生长和阅读和高于年龄的效果。学校教育与数学的增长无关。由于幼儿园代表了小学和儿童第一次接触正式教育环境的第一年，因此幼儿园的学校教育可能是独特的，与其他成绩相比，在学术和行为结果方面产生更大的收益。

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