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The first year at school is crucial for determining further academic achievement. Information on the range of first-graders’ abilities and needs and prediction of their educational trajectories allow the education system to facilitate adaptation to school dramatically and increase the efficiency of teaching approaches. The article presents the results of a survey of 7,778 first-graders enrolled in schools in four Russian cities — Moscow, Naberezhnye Chelny, Sevastopol and Tambov — in 2015. Cluster analysis of the data on children’s cognitive skills (manifested in mathematical and reading literacy) and non-cognitive (personal, social and emotional) development produced four groups of first-graders with typical patterns of development assessed at school entry. Combining cognitive and non-cognitive indicators creates an additional opportunity for understanding the peculiarities of child development in elementary school and allows for building a “gallery” of four typical first-grader profiles. The findings can be used in helping teachers choose and customize education programs and other means of supporting children during adaptation.

Patterns of First-Graders’ Development at the Start of Schooling: Cluster Approach Based on the Results of iPIPS Project