Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes

A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children’s school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with oth...

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Autores principales:	Erica Kamphorst, Marja Cantell, Gerda Van Der Veer, Alexander Minnaert, Suzanne Houwen
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	school readiness motor skills whole child person-centered approach latent profile analysis early childhood Psychology BF1-990
Acceso en línea:	https://doaj.org/article/12c67661aaca49688d28e2f2bdf04b26
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spelling	oai:doaj.org-article:12c67661aaca49688d28e2f2bdf04b262021-11-30T13:55:36ZEmerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes1664-107810.3389/fpsyg.2021.759480https://doaj.org/article/12c67661aaca49688d28e2f2bdf04b262021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.759480/fullhttps://doaj.org/toc/1664-1078A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children’s school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with other school readiness skills, affect a child’s school outcomes. Additionally, little is known about longitudinal associations of school readiness with non-academic (e.g., socioemotional) school outcomes. Therefore, we examined the school readiness skills of a sample of Dutch children (N = 91) with a mean age of 3 years and 4 months (46% girls). We used a multi-informant test battery to assess children’s school readiness in terms of executive functions (EFs), language and emergent literacy, motor skills, and socioemotional behavior. During the spring term of a child’s first grade year, we collected academic and non-academic (i.e., EFs, motor skills, socioemotional- and classroom behavior, and creative thinking) school outcomes. A latent profile analysis revealed four distinct profiles. Children in the “Parent Positive” (29%) profile were rated positively by their parents, and performed variably on motor and language/emergent literacy skills tests. The second profile–“Multiple Strengths” (13%)–consisted of children showing strengths in multiple domains, especially with respect to motor skills. Children from the third profile–“Average Performers” (50%)–did not show any distinct strengths or weaknesses, rather displayed school readiness skill levels close to, or just below the sample mean. Finally, the “Parental Concern” (8%) profile was characterized by high levels of parental concerns, while displaying slightly above average performance on specific motor and language skills. Motor skills clearly distinguished between profiles, next to parent-rated EFs and socioemotional behavior, and to a lesser extent emergent literacy skills. School readiness profiles were found to differ in mean scores on first grade academic achievement, parent- and teacher-rated EFs, motor skills, parent-rated socioemotional functioning, and pre-requisite learning skills. The pattern of mean differences was complex, suggesting that profiles could not be ranked from low to high in terms of school outcomes. Longitudinal studies are needed to disentangle the interaction between emerging school readiness of the child and the surrounding context.Erica KamphorstMarja CantellGerda Van Der VeerAlexander MinnaertSuzanne HouwenFrontiers Media S.A.articleschool readinessmotor skillswhole childperson-centered approachlatent profile analysisearly childhoodPsychologyBF1-990ENFrontiers in Psychology, Vol 12 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	school readiness motor skills whole child person-centered approach latent profile analysis early childhood Psychology BF1-990
spellingShingle	school readiness motor skills whole child person-centered approach latent profile analysis early childhood Psychology BF1-990 Erica Kamphorst Marja Cantell Gerda Van Der Veer Alexander Minnaert Suzanne Houwen Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes
description	A promising approach for studying school readiness involves a person-centered approach, aimed at exploring how functioning in diverse developmental domains conjointly affects children’s school outcomes. Currently, however, a systematic understanding lacks of how motor skills, in conjunction with other school readiness skills, affect a child’s school outcomes. Additionally, little is known about longitudinal associations of school readiness with non-academic (e.g., socioemotional) school outcomes. Therefore, we examined the school readiness skills of a sample of Dutch children (N = 91) with a mean age of 3 years and 4 months (46% girls). We used a multi-informant test battery to assess children’s school readiness in terms of executive functions (EFs), language and emergent literacy, motor skills, and socioemotional behavior. During the spring term of a child’s first grade year, we collected academic and non-academic (i.e., EFs, motor skills, socioemotional- and classroom behavior, and creative thinking) school outcomes. A latent profile analysis revealed four distinct profiles. Children in the “Parent Positive” (29%) profile were rated positively by their parents, and performed variably on motor and language/emergent literacy skills tests. The second profile–“Multiple Strengths” (13%)–consisted of children showing strengths in multiple domains, especially with respect to motor skills. Children from the third profile–“Average Performers” (50%)–did not show any distinct strengths or weaknesses, rather displayed school readiness skill levels close to, or just below the sample mean. Finally, the “Parental Concern” (8%) profile was characterized by high levels of parental concerns, while displaying slightly above average performance on specific motor and language skills. Motor skills clearly distinguished between profiles, next to parent-rated EFs and socioemotional behavior, and to a lesser extent emergent literacy skills. School readiness profiles were found to differ in mean scores on first grade academic achievement, parent- and teacher-rated EFs, motor skills, parent-rated socioemotional functioning, and pre-requisite learning skills. The pattern of mean differences was complex, suggesting that profiles could not be ranked from low to high in terms of school outcomes. Longitudinal studies are needed to disentangle the interaction between emerging school readiness of the child and the surrounding context.
format	article
author	Erica Kamphorst Marja Cantell Gerda Van Der Veer Alexander Minnaert Suzanne Houwen
author_facet	Erica Kamphorst Marja Cantell Gerda Van Der Veer Alexander Minnaert Suzanne Houwen
author_sort	Erica Kamphorst
title	Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes
title_short	Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes
title_full	Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes
title_fullStr	Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes
title_full_unstemmed	Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes
title_sort	emerging school readiness profiles: motor skills matter for cognitive- and non-cognitive first grade school outcomes
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/12c67661aaca49688d28e2f2bdf04b26
work_keys_str_mv	AT ericakamphorst emergingschoolreadinessprofilesmotorskillsmatterforcognitiveandnoncognitivefirstgradeschooloutcomes AT marjacantell emergingschoolreadinessprofilesmotorskillsmatterforcognitiveandnoncognitivefirstgradeschooloutcomes AT gerdavanderveer emergingschoolreadinessprofilesmotorskillsmatterforcognitiveandnoncognitivefirstgradeschooloutcomes AT alexanderminnaert emergingschoolreadinessprofilesmotorskillsmatterforcognitiveandnoncognitivefirstgradeschooloutcomes AT suzannehouwen emergingschoolreadinessprofilesmotorskillsmatterforcognitiveandnoncognitivefirstgradeschooloutcomes
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Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes

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