Place value concepts were measured longitudinally from kindergarten (2017) to first grade (2018) in a diverse sample (n = 279; M[subscript age] = 5.76 years, SD = 0.55; 135 females; 41% Black, 38% White, 8% Asian, 12% Latino). Children completed three syntactic tasks that required an explicit understanding of base-10 symbols and three approximate…

This study investigated the direct relationship between home play opportunity and prospective school readiness, and the indirect relationships as mediated through object and social mastery motivation among Hong Kong Chinese kindergarten children. Participants were 106 local children (44.4% girls, mean age = 60.0 months) and their parents and…

Research Findings: This study aims to explore the relationships between Scientific Epistemic Beliefs (SEB), Science Teaching Beliefs (STB) and Science-specific Pedagogical Content Knowledge (Science-PCK) in preservice kindergarten teachers from China. Altogether 987 preservice teachers were randomly sampled from a teacher education institution and…

In this 3-year longitudinal study, we examined the interplay of children's motivational orientations, spontaneous focusing on numerosity (SFON) and number sequence and arithmetical skills from kindergarten (at age 6) to grade 1 (at age 7). We also examined the direct and indirect contributions of motivation and SFON to the acquisition of…

This study aimed to describe the narrative retell performance of dual language learners (DLLs) in the fall and spring of the school year and examine predictive relationships. Participants included 74 DLLs in kindergarten and first grade from low socioeconomic backgrounds. Microstructural measures included number of different words (NDW), words per…

The study addressed the question of continuity in literacy achievements from kindergarten to first grade among Arabic-speaking children in Israel. We examined (1) how age and family socio-economic status (SES) predict children's literacy skills in kindergarten and (2) how age, SES, and early literacy skills in kindergarten predict literacy…

We employed data from a longitudinal investigation of over 1,000 children who participated in Tulsa's universal school-based pre-K program in 2005, and path modeling techniques, to examine the contribution of pre-K classroom quality to both kindergarten- and middle-school academic skills. We also examined gender and income-related differences in…

In this study we evaluated whether the sophistication of children's invented spellings in kindergarten was predictive of subsequent reading and spelling in Grade 1, while also considering the influence of well-known precursors. Children in their first year of schooling (mean age = 66 months; N = 171) were assessed on measures of oral vocabulary,…

This study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the…

Research Findings: This study investigated the long-term interrelations among children's language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and…

The present study investigated the relative importance of executive functioning, parent-child verbal interactions, phonological awareness and visual skills on reading and mathematics for Chinese children from low-versus middle-socio economic status (SES) backgrounds. A total of 199 kindergarten children were assessed on executive functioning,…