Preschool executive function positively predicts kindergarten math on both measures, while teacher–child relationship quality shows only a trend-level main effect on ECLS-K Math and none on Applied Problems¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3 · i0 negligible
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Executive function in preschool was positively related to both kindergarten math measures with similar effect sizes (β = 0.14 and β = 0.15). → Blair 2016 (2) q3 i0 Teacher–child relationship quality had only a trend-level main effect on ECLS-K Math (β = 0.05, p = .084) and was unrelated to Applied Problems. → Blair 2016 (2)

Evidence¶

Blair 2016¶

Blair, Clancy; McKinnon, Rachel D.; the Family Life Project Investigators. (2016). Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten. Learning and Instruction, 41, 85–93. https://doi.org/10.1016/j.learninstruc.2015.10.001

q3 · i0 · associational · r3

Model 1 of the multilevel regression in the Family Life Project sample tested main effects of 48-month EF (six-task battery, EAP composite, α = .55) predicting kindergarten math, controlling for preschool math, vocabulary, and covariates.

"the composite measure of executive function in preschool was positively related to both measures of math, ECLS-K Math, b = 1.46, SE = 0.35, p < .001, and Applied Problems, b = 5.56, SE = 1.30, p < .001, with similar effect size, β = 0.14 and β = 0.15, respectively."

Blair 2016 (2)¶

Blair, Clancy; McKinnon, Rachel D.; the Family Life Project Investigators. (2016). Moderating effects of executive functions and the teacher–child relationship on the development of mathematics ability in kindergarten. Learning and Instruction, 41, 85–93. https://doi.org/10.1016/j.learninstruc.2015.10.001

q3 · i0 · associational · r3

Model 1 main effect of teacher-rated relationship quality (STRS composite of closeness and reverse-scored conflict) was inconsistent across the two math outcomes, unlike the consistent EF main effect.

"Children reported as having a higher quality relationship with the kindergarten teacher had higher ECLS-K Math scores in kindergarten, b = 0.43, SE = 0.25, p = .084, at a trend-level of statistical significance with a small effect size, β = 0.05, whereas the quality of the teacher–child relationship was unrelated to the Applied Problems subtest."

Discussion¶

Related Claims¶

• Quality of the kindergarten teacher–child relationship moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest — related
• Executive function at 48 months moderates the preschool-to-kindergarten development of math ability on the ECLS-K Math battery but not the Applied Problems subtest — related
• Preschool math ability significantly predicts kindergarten math ability on both the ECLS-K Math battery and the Applied Problems subtest — related
• For children with low preschool math ability, higher executive function and more positive teacher relationships are associated with higher-than-expected kindergarten math, with the preschool–kindergarten association stronger among children low in these moderators — related
• Children's executive function at the beginning of pre-kindergarten predicts growth in mathematics achievement across the pre-kindergarten year — related
• Studies relying exclusively on the Applied Problems subtest are likely to miss small but meaningful influences on early math achievement because the measure is less sensitive to variation among young children — related
• Under the components model in ECLS-K, working memory is the most closely associated EF component with math, but only at time point 1 does it show a positive residual correlation beyond latent EF — related
• The relationship between socioeconomic resources and children's cognitive development strengthens from infancy to a peak around age 4–4½, then weakens slightly by kindergarten entry. — related
• Executive functions and working memory correlate moderately to strongly with mathematics achievement (r = .28 to .40), from preschool through elementary school — a broader claim this one bears on
• Growth in both vocabulary and social communication skills predicts kindergarten math achievement — related
• Executive function at 48 months positively predicts mathematics ability at prekindergarten, with effects persisting after cognitive covariate controls — related
• The interaction of cortisol and alpha amylase at 48 months is unrelated to math and reading ability at prekindergarten and to growth — related
• Inference-based instruction and teacher–student conflict were more strongly associated with math achievement and growth for children with low early math skills (a three-way interaction in observational data) — related