School entry skills and young adult outcomes

IF 3.2 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Research Quarterly Pub Date : 2025-01-24 DOI:10.1016/j.ecresq.2025.01.004

Margaret Burchinal , Deborah Lowe Vandell

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Abstract

Skills acquired during early childhood are believed to lay the foundation for development into adulthood, but this issue has not been carefully examined empirically. Using the NICHD Study of Early Child Care and Youth Development, we asked which school readiness skills predict which adult outcomes. The study followed 814 participants to 26 years of age (81 % White, 9 % Black, 5 % Hispanic, 53 % female: 23 % low income). Analyses related preschool language, academic, executive functioning, and social-emotional skills to adult educational attainment, employment, and arrests. Modest associations were observed. An overall school readiness composite predicted educational attainment, income, and occupational status. Individual school readiness skills independently related to some adult outcomes, with a academic and language composite and inhibitory control predicting adult educational attainment and executive functioning and social skills predicting adult occupational status. School readiness skills were not related to self-report of any arrests.

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人们认为，幼儿期获得的技能为成年后的发展奠定了基础，但这一问题尚未得到仔细的实证研究。我们利用国家儿童早期保育和青少年发展研究（NICHD Study of Early Child Care and Youth Development），询问了哪些入学准备技能可以预测哪些成人结果。这项研究对 814 名参与者进行了跟踪调查，直到他们 26 岁（81% 为白人，9% 为黑人，5% 为西班牙裔，53% 为女性：23% 为低收入者）。研究分析了学龄前语言、学习、执行功能和社会情感技能与成年后教育程度、就业和被捕的关系。观察到的关联不大。总体入学准备综合指数可预测受教育程度、收入和职业状况。个人的入学准备技能与某些成人结果有独立的关系，学业和语言综合能力以及抑制控制能力可预测成人受教育程度，执行功能和社交技能可预测成人职业状况。入学准备技能与自我报告的任何逮捕行为无关。

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来源期刊

Early Childhood Research Quarterly Multiple-

CiteScore

7.00

自引率

8.10%

发文量

109

期刊介绍： For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.