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ERIC Number: EJ1123265
Record Type: Journal
Publication Date: 2017
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1040-9289
Family Routines and School Readiness during the Transition to Kindergarten
Ferretti, Larissa K.; Bub, Kristen L.
Early Education and Development, v28 n1 p59-77 2017
Research Findings: Using data from 3,250 participants in the Early Childhood Longitudinal Study, Birth Cohort, we used structural equation modeling to investigate whether family routines (e.g., bedtime routine, reading routine) established in preschool predict children's school readiness (i.e., academic skills, social-emotional skills, and physical health) in kindergarten, a foundational year for establishing children's academic trajectories. Analyses revealed that higher levels of routines in preschool were associated with greater declines in teacher-reported conduct problems and hyperactive/inattentive behavior and greater gains in prosocial behaviors from preschool to kindergarten. Higher routines also predicted greater gains in both reading and mathematics scores as well as greater improvements in physical health. Telling stories appears to be the most salient routine for children's social-emotional outcomes, whereas bedtime routines most strongly predicts differences in children's academic skills and health outcomes. Practice or Policy: The results suggest that family routines may be an important tool for preparing and supporting children and parents for the kindergarten transition even before school entry.
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey; Preschool and Kindergarten Behavior Scales
Grant or Contract Numbers: DGE0809382