PRESCHOOL CHILDREN'S INTEREST, SOCIAL-EMOTIONAL SKILLS, AND EMERGENT MATHEMATICS SKILLS

This cross‐sectional study examined the relationship between interest, social–emotional skills, and early math skills in preschool children. Math‐specific interest and global interest in learning were measured using teacher report and a play‐based observation task. Math skills were assessed with a t...

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Bibliographic Details
Published in:Psychology in the schools 2016-04, Vol.53 (4), p.390-403
Main Authors: Doctoroff, Greta L., Fisher, Paige H., Burrows, Bethany M., Edman, Maria Tsepilovan
Format: Article
Language:English
Subjects:
Academic achievement
Case Studies
Child psychology
Correlation
Emotional Development
Goal Orientation
Mathematics Skills
Observation
Preschool Children
School Readiness
Social Development
Task Analysis
Teacher Attitudes
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Summary:This cross‐sectional study examined the relationship between interest, social–emotional skills, and early math skills in preschool children. Math‐specific interest and global interest in learning were measured using teacher report and a play‐based observation task. Math skills were assessed with a test of math achievement, and social–emotional skills were assessed using a teacher‐report measure. Children with higher global interest in learning, math‐specific interest, and observed goal‐directed play demonstrated higher math skills. Furthermore, social‐emotional skills were associated with global interest in learning and math skills, but not with math‐specific interest. Overall, findings support the relevance of interest and social‐emotional skills for school readiness in young children.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.21912