ABSTRACT

Structural equation modelling was used to investigate the predictive associations between kindergarten developmental, socio-behavioural, and biotic influences on third grade achievement among a nationally representative sample of low-SES children. The findings validate the understanding that developmental and learning trajectories start early in children’s lives and are influenced by multifaceted factors. Findings also elucidated areas where predictive influences were different among low-SES children than they were for the general. Children residing in low-SES homes are at risk for academic and developmental difficulties. Study findings have established that within a low-SES group of children, disparities in early learning and development exist. Understanding the factors that positively and negatively affect learning and development among low-SES children informs intervention strategies that may moderate the gaps that exist in these areas among SES groups as they progress through school. There were several noteworthy findings related to within-SES differences that potentially impact children’s academic trajectories.

摘要

结构方程模型用于调查在全国具有代表性的低 SES 儿童样本中，幼儿园发育、社会行为和生物对三年级成绩的影响之间的预测关联。研究结果证实了这样的理解，即发育和学习轨迹始于儿童生命的早期，并受到多方面因素的影响。研究结果还阐明了低 SES 儿童的预测影响与一般儿童不同的领域。居住在低社会经济地位家庭的儿童面临学业和发育困难的风险。研究结果表明，在低社会经济地位的儿童群体中，存在早期学习和发展方面的差异。了解对低 SES 儿童的学习和发展产生积极和消极影响的因素可以为干预策略提供信息，这些策略可能会随着 SES 群体在学校的进步而缓和这些领域中存在的差距。有几个值得注意的发现与 SES 内的差异有关，这些差异可能会影响儿童的学业轨迹。