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Planning in Middle Childhood: Early Predictors and Later Outcomes
Author(s) -
Friedman Sarah L.,
Scholnick Ellin K.,
Bender Randall H.,
Vandergrift Nathan,
Spieker Susan,
Hirsh Pasek Kathy,
Keating Daniel P.,
Park Yoonjung
Publication year - 2014
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12221
Subject(s) - psychology , developmental psychology , academic achievement , early childhood , cognitive development , child development , cognition , latent growth modeling , path analysis (statistics) , neuroscience , statistics , mathematics
Data from 1,364 children and families who participated in the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development were analyzed to track the early correlates and later academic outcomes of planning during middle childhood. Maternal education, through its effect on parenting quality when children were 54 months old, predicts their concurrent performance on sustained attention, inhibition, and short‐term verbal memory tests. This performance predicts planning in first grade, which predicts third‐grade reading and mathematics attainment, but not the rate of growth in academic skills from first to fifth grades. This path was also found when the same parenting, cognitive, and academic constructs were measured at later time points.