Emphasizing social play in kindergarten improves academics, reduces teacher burnout
September 17, 2019
Science Daily/University of British Columbia
Emphasizing more play, hands-on learning, and students helping one another in kindergarten improves academic outcomes, self-control and attention regulation, finds new UBC research.
The study, published today in the journal PLoS One, found this approach to kindergarten curriculum also enhanced children's joy in learning and teachers' enjoyment of teaching, and reduced bullying, peer ostracism, and teacher burnout.
"Before children have the ability to sit for long periods absorbing information the way it is traditionally presented in school through lectures, they need to be allowed to be active and encouraged to learn by doing," said Dr. Adele Diamond, the study's lead author, a professor in the UBC Department of Psychiatry and Canada Research Chair in Developmental Cognitive Neuroscience. "Indeed, people of all ages learn better by doing than by being told."
Through a randomized controlled trial, Diamond and her colleagues analyzed the effectiveness of a curriculum called Tools of the Mind (Tools). The curriculum was introduced to willing kindergarten teachers and 351 children with diverse socio-economic backgrounds in 18 public schools across the school districts of Vancouver and Surrey.
Tools was developed in 1993 by American researchers Drs. Elena Bodrova and Deborah Leong. Its foundational principle is that social-emotional development and improving self-control is as important as teaching academic skills and content. The program emphasizes the role of social dramatic play in building executive functions -- which includes skills such as self-control and selective attention, working memory, cognitive flexibility, reasoning, and planning.
"Executive functioning skills are necessary for learning, and are often more strongly associated with school readiness than intelligence quotient (IQ)," said Diamond. "This trial is the first to show benefits of a curriculum emphasizing social play to executive functioning in a real-world setting."
Previous studies had demonstrated that Tools produces better results for reading and math and on laboratory tests of executive functions. Diamond's new study demonstrates for the first time that Tools also dramatically improves writing (exceeding the top level on the provincial assessment scale), improves executive functions in the real world, and has a host of social and emotional benefits not previously documented.
Teachers reported more helping behavior and greater sense of community in Tools classes. Cliques developed in most control classes, but in few Tools classes. Late in the school year, Tools teachers reported still feeling energized and excited about teaching, while control teachers were exhausted.
"I have enjoyed seeing the enormous progress my students have made in writing and reading. I have never had so many students writing two or three sentences by the end of kindergarten," said Susan Kochan, a Tools teacher in Vancouver. "I have also enjoyed seeing the students get so excited about coming to school and learning. They loved all the activities we did so much that many students didn't want to miss school, even if they were sick."
https://www.sciencedaily.com/releases/2019/09/190917140317.htm
Kindergarten difficulties may predict academic achievement across primary grades
November 19, 2018
Science Daily/Penn State
Identifying factors that predict academic difficulties during elementary school should help inform efforts to help children who may be at risk. New research suggests that children's executive functions may be a particularly important risk factor for such difficulties.
Preliminary findings from a three-year National Science Foundation-funded project, recently published in Child Development, show that executive functions in kindergarten predict children's mathematics, reading and science achievement, as well as their classroom behavior, in second grade. A second study from the project, recently published in Early Childhood Research Quarterly, finds that deficits in executive functions increase the risk for experiencing repeated academic difficulties in mathematics, reading and science from first to third grade. The NSF is also highlighting the findings in their Discovery News.
According to principal investigator Paul Morgan, Harry and Marion Eberly Fellow, professor of education and demography, and director of the Center for Educational Disparities, executive functions (EF) are a set of cognitive processes that facilitate children's abilities to plan, problem-solve, and control impulses. "Our research shows that deficits in EF increase the risk for repeated academic difficulties over time, suggesting these deficits may be an especially promising target of early intervention efforts."
This research is important because few previous studies have examined risk factors for repeated academic difficulties during elementary school.
"Of the few available longitudinal studies, most have focused on identifying risk factors for repeated difficulties in mathematics," said Morgan. "Risk factors for repeated difficulties in reading and science have been less clear, as has which specific types of EF are the strongest risk factors for such difficulties." Also unclear is whether the risks attributable to deficits in EF can be explained by other factors.
For the first study, Morgan and his research team analyzed a nationally representative and longitudinal cohort of about 9,000 kindergarten children who were followed until the end of second grade.
The investigators found that kindergarten children with better EF displayed greater reading, mathematics and science achievement, as well as fewer externalizing and internalizing problem behaviors by second grade, even after controlling for prior achievement and behavior as well as socio-demographic factors such as gender, age, disability status and family economic status.
In the second study, researchers once again analyzed data from about 11,000 children who were followed from kindergarten to third grade.
"The first study looked at the relation between children's EF and academics and behavior more generally, while the second study focused more on children at risk," Morgan explained. "Specifically, in the second study we examined whether deficits in EF functioned as a type of 'bottleneck' for learning, as suggested by the increased risk for repeated academic difficulties for children with EF deficits and based on these observational data."
Despite controls for prior achievement, including across several domains as well as socio-demographic characteristics, having deficits in EF by kindergarten consistently increased the risk that children will experience repeated academic difficulties across elementary school.
The risks for working-memory deficits, or difficulties using and manipulating new information, were especially strong. The researchers found that the odds that kindergarten children with working-memory deficits experienced repeated academic difficulties were about three to five times greater than children without working-memory deficits, controlling for whether children had other types of deficits in EF, prior achievement and oral language ability, and socio-demographic characteristics, including the family's economic resources.
"Our study also provides suggestive evidence that repeated academic difficulties may be the result of underlying cognitive impairments, not just a lack of basic skills acquisition," said Morgan.
The findings could help inform the design and delivery of experimentally evaluated interventions, particularly for those who are at risk for academic difficulties during elementary school.
"Children who are already experiencing repeated academic difficulties during elementary school are likely to continue to struggle in school as they age. We should be doing all we can to assist these children early on in their school careers," Morgan said.
https://www.sciencedaily.com/releases/2018/11/181119160244.htm