Construyendo en la Fuerza: Approaches to learning and school readiness gains in Latino children served by head start
| Autor: | Annemarie H. Hindman, Andres S. Bustamante |
|---|---|
| Rok vydání: | 2020 |
| Předmět: |
School readiness
education.field_of_study Minority group Sociology and Political Science media_common.quotation_subject 05 social sciences Population 050301 education Academic achievement Literacy Education Developmental psychology Head start Developmental and Educational Psychology Achievement test 0501 psychology and cognitive sciences Psychology Set (psychology) education 0503 education 050104 developmental & child psychology media_common |
| Zdroj: | Early Childhood Research Quarterly. 52:124-137 |
| ISSN: | 0885-2006 |
| DOI: | 10.1016/j.ecresq.2018.06.003 |
| Popis: | Latino children are the fastest growing minority group in the United States and in order to best serve this population we need research to inform educators on specific cultural strengths that can be fostered and developed. Despite the known academic achievement gap between Latino children and their non-Latino peers, ecocultural strength based research efforts have identified domain general skills like social emotional skills and executive functioning as unique strengths of Latino children. This study used the FACES 2009 dataset to explore approaches to learning as another possible set of domain general skills that may be a strength for Latino children from low-income families. On average, Latino children had higher scores in approaches to learning in the fall and spring of the Head Start year. Additionally, being Latino significantly predicted gains across the Head Start year in approaches to learning (β = 0.153, p = 0.024) (i.e., predicting spring score, controlling for fall), accounting for a constellation of relevant covariates. Conversely, being Latino negatively predicted academic school readiness in the fall (β = −0.175, p = 0.021), yet positively predicted gains in academic school readiness across the year (β = 0.129, p = 0.017), all controlling for the same covariates. However, once approaches to learning is added to the model it became a significant predictor of gains in academic readiness (β = 0.132, p |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Full Text from ScienceDirect