Although 3-year-olds in the United States may attend prekindergarten prior to formal school entry in kindergarten, few investigations focus on the socioemotional foundations of classroom learning at age 3 and their relationship to later achievement. This study examined the relationship between age 3 readiness for group-based learning, modeled as the latent constructs, effortful control and social communication, and age 5 classroom adjustment and pre-academic outcomes. Data from the Early Head Start Research and Evaluation Project in the United States (n = 797) included observations, direct assessment, and examiner and teacher report. Children’s effortful control predicted classroom adjustment and their social communication predicted pre-academic outcomes. Readiness for group-based learning provides a way to describe key constructs of early skill development and a framework to support children’s classroom learning. Implications include promoting parents’ and educators’ capacities to support early developmental foundations for later adjustment and learning by fostering infants’ and toddlers’ effortful control and social communication. Efforts to support these skills simultaneously across diverse experiences in the home and classroom by focusing on children’s individual needs may prove advantageous.

中文翻译：

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低收入儿童在3岁时已经准备好进行基于小组的学习，并在5岁时就接受了幼儿园的预科教育

尽管在美国，三岁的孩子可以在幼儿园正式入学之前进入幼儿园，但是很少有研究关注三岁时课堂学习的社会情感基础及其与以后学习成绩的关系。这项研究检查了3岁儿童为小组学习做好准备的能力之间的关系，该模型被建模为潜在构造，努力控制和社交沟通以及5岁儿童课堂调整和学前成绩之间的关系。美国的“早期抢先研究和评估项目”（n = 797）提供的数据包括观察，直接评估以及考官和老师的报告。孩子们的努力控制可以预测教室的调整，而他们的社交交流则可以预测学前的结果。基于小组的学习准备为描述早期技能开发的关键结构提供了一种方法，并为支持儿童课堂学习提供了框架。含义包括通过培养婴幼儿努力的控制和社交沟通，提高父母和教育者的能力，以支持早期的发展基础，以便以后进行调整和学习。通过专注于儿童的个人需求，努力在家庭和教室的各种经历中同时支持这些技能可能是有利的。