ERIC Number: EJ1222464
Record Type: Journal
Publication Date: 2019-Aug
Abstractor: As Provided
Advanced Content Coverage at Kindergarten: Are There Trade-Offs between Academic Achievement and Social-Emotional Skills?
Le, Vi-Nhuan; Schaack, Diana; Neishi, Kristen; Hernandez, Marc W.; Blank, Rolf
American Educational Research Journal, v56 n4 p1254-1280 Aug 2019
Policymakers have advocated academic skills building at kindergarten as a way of improving student achievement. However, early childhood educators have concerns with this policy as gains in achievement may come at the expense of children's social-emotional skills. Using a nationally representative data set of kindergartners, we find that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not only with improved math and English/language arts achievement but also with improved social-emotional outcomes. Greater exposure to advanced content was associated with better interpersonal skills, better approaches to learning, better attentional focus, and lower externalizing behaviors. The results suggest that advanced academic content can be taught without compromising children's social-emotional skills.
Descriptors: Kindergarten, Academic Achievement, Early Childhood Teachers, Achievement Gains, Social Development, Emotional Development, Interpersonal Competence, Reading Achievement, Mathematics Achievement, Attention Control, Student Behavior, Longitudinal Studies, Surveys, Outcomes of Education, Public Schools, Difficulty Level, Young Children
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Primary Education
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: 5R03HD08363602