ERIC Number: ED458957
Record Type: Non-Journal
Publication Date: 2001
Reference Count: N/A
Competent Children at 10: Families, Early Education, and Schools.
Wylie, Cathy; Thompson, Jean; Lythe, Cathy
This report is the fourth from the Competent Children project that is following a sample of children in the Wellington region of New Zealand from their early education experience into adulthood. The main aim of the project is to chart the contributions to children's progress made by family resources, early childhood education, school experiences, children's interests and activities in the home or outside school, and peer relationships. This report describes the children's progress and lives at the age of 10 years in 10 areas of knowledge, skill, and dispositions: (1) literacy; (2) mathematics; (3) communication; (4) perseverance; (5) social skills with peers; (6) social skills with adults; (7) individual responsibility; (8) logical problem solving; (9) curiosity; and (10) fine motor skills. Among the main findings were that most children were comfortable in their school environment, were good at making and keeping friends, needed adult intervention to work with other children over a period of time, and had progressed in reading and problem solving. Children starting school with low competency were more likely to improve if their parents were highly educated or if their family had a high income, while high-achieving students maintained their achievement level. Other factors considered as possible contributions to children's performance were early childhood education experience, school experiences (school and class characteristics, teacher perspectives, school attitudes, communication with parents about school, school attendance and mobility), gender, having English as a first language, family resources/characteristics (family type and stability, income source, parental employment, ethnicity, family income, parent education), and children's interests and activities (academic-related, leisure). The report's conclusion notes that adult responsiveness to children, warmth, fairness, and the inclusion of some cognitive content in the interaction ensured supportive interactions between children and the adults in their lives. The report's five appendices include descriptions of data analysis and results as well as a discussion of the selection of a statistical model for the study. (Contains 51 references.) (KB)
Descriptors: Academic Achievement, Adult Child Relationship, Child Responsibility, Children, Competence, Curiosity, Early Childhood Education, Educational Experience, Family Environment, Family Influence, Family School Relationship, Foreign Countries, Interpersonal Communication, Interpersonal Competence, Longitudinal Studies, Peer Relationship, Persistence, Problem Solving, Psychomotor Skills, Sex Differences, Student Interests, Student Motivation, Tables (Data), Teacher Attitudes
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Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Sponsor: Ministry of Education, Wellington (New Zealand).
Authoring Institution: New Zealand Council for Educational Research, Wellington.
Identifiers - Location: New Zealand