Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children

Abstract What are the foundational abilities that young children must develop at the beginning of school for their future academic success? Little is known about how emotion knowledge, social behaviour, and locomotor activity are associated and how these abilities may be predictors of academic-mathe...

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Autores principales:	Thalia Cavadini, Sylvie Richard, Nathalie Dalla-Libera, Edouard Gentaz
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/2bf251483c154fddbbf5258ec3f0e4ea
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spelling	oai:doaj.org-article:2bf251483c154fddbbf5258ec3f0e4ea2021-12-02T16:14:17ZEmotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children10.1038/s41598-021-93706-72045-2322https://doaj.org/article/2bf251483c154fddbbf5258ec3f0e4ea2021-07-01T00:00:00Zhttps://doi.org/10.1038/s41598-021-93706-7https://doaj.org/toc/2045-2322Abstract What are the foundational abilities that young children must develop at the beginning of school for their future academic success? Little is known about how emotion knowledge, social behaviour, and locomotor activity are associated and how these abilities may be predictors of academic-mathematic performance (less correlated with the children’s SES than pre-reading and linguistic achievement) in a large cohort of preschool children. Here we show that emotion knowledge, locomotor activity, social behaviour, and academic-mathematic performance are interrelated in 706 French preschool children aged 3 to 6. Mediation analyses reveal that the increase in academic-mathematic performance is explained by the increases in emotion knowledge and social behaviour and, in turn, children with a greater comprehension of emotions tend to have better locomotor skills and higher academic-mathematic scores. Additionally, sequential mediation analysis reveals that the increase in emotion knowledge, locomotor activity and social behaviour partially explains the increase in academic-mathematic performance. These results are discussed in relation to three possible mechanisms. Our findings are consistent with the political and scientific consensus on the importance of social-emotional abilities in the academic world at the beginning of school and suggest adding locomotor activity to these foundational abilities.Thalia CavadiniSylvie RichardNathalie Dalla-LiberaEdouard GentazNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 11, Iss 1, Pp 1-13 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Thalia Cavadini Sylvie Richard Nathalie Dalla-Libera Edouard Gentaz Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children
description	Abstract What are the foundational abilities that young children must develop at the beginning of school for their future academic success? Little is known about how emotion knowledge, social behaviour, and locomotor activity are associated and how these abilities may be predictors of academic-mathematic performance (less correlated with the children’s SES than pre-reading and linguistic achievement) in a large cohort of preschool children. Here we show that emotion knowledge, locomotor activity, social behaviour, and academic-mathematic performance are interrelated in 706 French preschool children aged 3 to 6. Mediation analyses reveal that the increase in academic-mathematic performance is explained by the increases in emotion knowledge and social behaviour and, in turn, children with a greater comprehension of emotions tend to have better locomotor skills and higher academic-mathematic scores. Additionally, sequential mediation analysis reveals that the increase in emotion knowledge, locomotor activity and social behaviour partially explains the increase in academic-mathematic performance. These results are discussed in relation to three possible mechanisms. Our findings are consistent with the political and scientific consensus on the importance of social-emotional abilities in the academic world at the beginning of school and suggest adding locomotor activity to these foundational abilities.
format	article
author	Thalia Cavadini Sylvie Richard Nathalie Dalla-Libera Edouard Gentaz
author_facet	Thalia Cavadini Sylvie Richard Nathalie Dalla-Libera Edouard Gentaz
author_sort	Thalia Cavadini
title	Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children
title_short	Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children
title_full	Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children
title_fullStr	Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children
title_full_unstemmed	Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children
title_sort	emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/2bf251483c154fddbbf5258ec3f0e4ea
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Emotion knowledge, social behaviour and locomotor activity predict the mathematic performance in 706 preschool children

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