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Early Childhood Curiosity and Kindergarten Reading and Math Academic Achievement

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Background: Although children's curiosity is thought to be important for early learning, the association of curiosity with early academic achievement has not been tested. We hypothesized that greater curiosity would be associated with greater kindergarten academic achievement in reading and math. Methods: Sample included 6200 children in the Early Childhood Longitudinal Study, Birth Cohort. Measures at kindergarten included direct assessments of reading and math, and a parent-report behavioral questionnaire from which we derived measures of curiosity and effortful control. Multivariate linear regression examined associations of curiosity with kindergarten reading and math academic achievement, adjusting for effortful control and confounders. We also tested for moderation by effortful control, sex, and socioeconomic status (SES). Results: In adjusted models, greater curiosity was associated with greater kindergarten reading and math academic achievement: breading = 0.11, p < 0.001; bmath = 0.12, p < 0.001. This association was not moderated by effortful control or sex, but was moderated by SES (preading = 0.01; pmath = 0.005). The association of curiosity with academic achievement was greater for children with low SES (breading = 0.18, p < 0.001; bmath = 0.20, p < 0.001), versus high SES (breading = 0.08, p = 0.004; bmath = 0.07, p < 0.001). Conclusions: Curiosity may be an important, yet under-recognized contributor to academic achievement. Fostering curiosity may optimize academic achievement at kindergarten, especially for children with low SES.

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... In our prior work, using data from a nationally representative sample of 6,200 children from the United States, we examined the association between parent-reported curiosity and kindergarten academic achievement. We found a positive association between higher curiosity and higher academic achievement in reading and math at kindergarten, with a greater magnitude of benefit for children with socioeconomic disadvantage (Shah et al., 2018). Our results demonstrated that while higher curiosity was associated with higher academic achievement in all children, low-income children with higher curiosity demonstrated the greatest gains in academic achievement, with the achievement gap between high and low-income children essentially eliminated at high levels of early childhood curiosity. ...
... Relatedly, in our previous work, we observed an "achievement gap" in low-income children who were rated as having lower parent-reported curiosity (Shah et al., 2018). One potential explanation for these findings is that children from under resourced environments may prioritize safety over exploration, which can contribute to the observed achievement gap compared to their more-curious peers . ...
... Building on our previous work which identified an association between higher early childhood curiosity and higher academic achievement, with a greater magnitude of effect in low-income children (Shah et al., 2018), we identified several ecological contexts in early childhood (i.e., the proximal contexts of the home environment and parenting quality and the distal context of neighborhood safety) associated with higher curiosity in under-resourced children. Our results identify several areas that can serve as potential targets of intervention to foster early childhood curiosity. ...
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Introduction Curiosity is an important social-emotional process underlying early learning. Our previous work found a positive association between higher curiosity and higher academic achievement at kindergarten, with a greater magnitude of benefit for children with socioeconomic disadvantage. Because characteristics of the early caregiving and physical environment impact the processes that underlie early learning, we sought to examine early environmental experiences associated with early childhood curiosity, in hopes of identifying modifiable contexts that may promote its expression. Methods Using data from a nationally representative sample of 4,750 children from the United States, this study examined the association of multi-level ecological contexts (i.e., neighborhood safety, parenting quality, home environment, and center-based preschool enrollment) on early childhood curiosity at kindergarten, and tested for moderation by socioeconomic status. Results In adjusted, stratified models, children from lower-resourced environments (characterized by the lowest-SES tertile) manifested higher curiosity if they experienced more positive parenting, higher quality home environments, and if they lived in “very safe” neighborhoods. Discussion We discuss the ecological contexts (i.e., parenting, home, and neighborhood environments) that are promotive of early childhood curiosity, with an emphasis on the role of the neighborhood safety and the “neighborhood built environment” as important modifiable contexts to foster early childhood curiosity in lower-resourced families.
... Some of these studies also found that exploration differences were predictive of variability in learning, later vocabulary, cognitive development, and academic achievement (e.g., Berg and Sternberg 1985;Bornstein, Hahn, and Suwalsky 2013;Muentener, Herrig, and Schulz 2018;Smith and Yu 2013) highlighting its role in and importance across development. In fact, one study (Shah et al. 2018) used a subset of five caregiver-report items as an ad hoc measure of curiosity (e.g., "Likes to try new things.", "Shows eagerness to learn new things.") ...
... Another limitation concerns the necessity for longitudinal data to establish temporal stability of the trait measure, its developmental trajectories, and its convergent validity to other measures of early curiosity (Lee et al. 2023), problem solving (Hoicka et al. 2023) or observation-based curiosity scores (Fortner-Wood and Henderson 1997). Nevertheless, our reported studies here suggest that the ITCQ is a promising measure for application in psychological research to potentially explain variance in observed exploration behaviors (e.g., Mandler, Fivush, and Reznick 1987;Piccardi, Johnson, and Gliga 2020;Slone, Smith, and Yu 2019;Smith and Yu 2013) as well as developmental trajectories (e.g., Berg and Sternberg 1985;Bornstein, Hahn, and Suwalsky 2013;Muentener, Herrig, and Schulz 2018;Shah et al. 2018). In fact, preliminary reports of our measure have already gained international interest so that a German, Dutch, and Italian version of the ITCQ are currently undergoing validation, and a child version for 2-5year-olds has also been developed (Altmann et al. 2023). ...
Article
Humans are curious. Especially children are known for their drive to explore and learn, which is crucial for developing in and navigating through our complex world. Naturally, some children may be more curious than others, leading to differences in how they structure their own learning experiences, subsequently impacting their developmental trajectories. However, there is a gap in the research field for a reliable measure of such differences early in development. Across three studies, we present the development and assessment of the Infant and Toddler Curiosity Questionnaire (ITCQ), the first caregiver report measure to fill this gap. Items cover observable exploration behaviors in 5‐ to 24‐month‐olds to capture general tendencies of their desire to actively explore their immediate surroundings and are evaluated on a 7‐point Likert‐scale. Exploratory factor analyses and structural equation modeling on a sample of N = 370 UK caregivers led to the final selection of 23 items and provided evidence that the scale allows the reliable computation of an overall curiosity score, with three emergent subscales ( Sensory, Investigative , and Interactive ) explaining additional variance in the data. Furthermore, the scale had good test‐retest reliability after 7–14 days ( N = 67) and related to the child's temperament ( N = 75; positively with surgency and effortful control, negatively with negative affect) offering evidence of its validity as a trait measure. Together, these results support the scale's reliability and validity, showcasing the ITCQ as a powerful tool for developmental research.
... Despite the vast informal mathematical knowledge that young children might bring at the beginning of their school experience (National Research Council, 2001), differences in mathematics achievement often become evident before kindergarten (Shah et al., 2018). These differences can impact children's mathematics learning in the long run if they are unaddressed in the early years (National Mathematics Advisory Panel, 2008). ...
... Differences in the mathematics achievement of young children that can impact long-term learning often become apparent before formal schooling (Hart et al., 2024;Shah et al., 2018). Yet, in early childhood, teachers often de-emphasize the learning of mathematics, which can be a result of teachers' beliefs regarding the appropriateness of including mathematics in the preschool curriculum or their own ability to support it. ...
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This study focused on the effects of an early math online professional learning course offered to preschool teachers. The course was designed to inform participants' knowledge of developmental progressions and promote daily mathematics instruction that encouraged students to view their world through a mathematical lens. A survey of preschool teachers' beliefs was administered to participants of the course to determine if participants' beliefs changed significantly and how their pre-course beliefs influenced their engagement in the course. Findings indicate that the course impacted preschool teachers regardless of their area of responsibility, education level, or experience level. The teachers' comfort with teaching math to young children and perspectives about age appropriateness of mathematics were both positively influenced by the course. The teachers with the most positive initial beliefs had a higher rate of course completion. Implications for the field of preschool teacher education and online professional learning environments are discussed.
... JE is also often mentioned as a contributor to an entrepreneurial attitude among individuals Entrepreneurship Education (Kashdan et al., 2020;Syed et al., 2020;Zappe, 2018). Children with advanced levels of JE are expected to excel in kindergarten reading and mathematics (Shah et al., 2018). JE fostered by parents in students as young as 8 years is significantly correlated with intrinsic scientific motivation and achievement throughout the early adolescent years and is ultimately related to the acquisition of science at high school (Gottfried et al., 2016). ...
... JE is also often mentioned as a contributor to an entrepreneurial attitude among individuals (Kashdan et al., 2020;Syed et al., 2020;Zappe, 2018). Children with advanced levels of JE are expected to excel in kindergarten reading and mathematics (Shah et al., 2018). JE fostered by parents in students as young as 8 years is significantly correlated with intrinsic scientific motivation and achievement throughout the early adolescent years and is ultimately related to the acquisition of science at high school (Gottfried et al., 2016). ...
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Intrinsic motivational factors (IMFs) such as growth mindset (GM), passion, grit, and joyous exploration (JE) are key aspects that can play significant roles in the academic success of students. However, it is unclear how IMFs relate to academic self-efficacy (ASE) and social entrepreneurship value (SEV), and there is a lack of evidence demonstrating that gifted students have specific educational needs based on their intrinsic motivation, social drive, and self-efficacy. This study investigated the relationships of GM, passion, grit, and JE with SEV and ASE in gifted and non-gifted students. Quantitative and qualitative studies were conducted to develop a comprehensive understanding of the topic. The structural equation model analysis of students’ responses showed that IMFs were positively correlated with ASE and SEV. However, these correlations were not dependent on giftedness status. These findings will be useful in developing policies that appropriately cater to the learning needs of non-gifted and gifted students.
... It has specific positive impacts on learning 5,67,138 and is associated with greater learning from the same types and a lower dosage of exploration 63 . Positive associations between children's curiosity and academic learning suggest the importance of promoting curiosity, especially for children in more academically vulnerable groups 9 . Promoting curiosity in children can have long-lasting effects 11 and the ways that curiosity can support learning can differ across development 67 . ...
... Several studies demonstrate general benefits of curiosity for memory and learning 11,65,67,138,140 . These benefits extend to positive associations between curiosity and academic achievement, including at school entry 9 . These effects might be explained by enhanced encoding of information when curious 5 , such as by making connections to prior knowledge and experiencing the information in a meaningful way 37,101 . ...
... However, children from advanced backgrounds were more sensitive to information gaps and more eager to explore proactively. Previous research (Cai, 2021;Shah et al., 2018) has consistently indicated that children with higher SES are more curious, and that the positive correlation between curiosity and academic performance is moderated by SES. This association is stronger for children with lower SES (Shah et al., 2018). ...
... Previous research (Cai, 2021;Shah et al., 2018) has consistently indicated that children with higher SES are more curious, and that the positive correlation between curiosity and academic performance is moderated by SES. This association is stronger for children with lower SES (Shah et al., 2018). Current study futher gured out that the promotion to curiosity by SES was mainly focused on the deprivation factor of epistemic curiosity rather than the interest factor. ...
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Curiosity, an innate and intrinsic motivation to explore, makes vital contributions to learning in individuals of various ages. Epistemic curiosity centers on the drive to close information gaps and can be classified a joyous exploration and interest (I) and deprivation sensitivity (D) types. Each subtype is associated with different academic achievements, personality traits, emotions, and aspects of creativity. Building on the concept of epistemic curiosity in adults, the I- and D-type Epistemic Curiosity in Young Children (I/D-YC) scale was developed. The purpose of the present study was to validate the Chinese I/D-YC scale for preschoolers. Exploratory factor and confirmatory factor analyses of data from 111 parents (sample 1) indicated that the Chinese I/D-YC replicated the two-factor structure and items of the original scale. The scales’ convergent validity and reliability were examined with data from 189 parents (sample 2) and 129 teachers (sample 3), as its test–retest reliability was examined with data from 45 parents (from sample 2). The results established the Chinese I/D-YC scale as a valid and reliable measure of epistemic curious behaviors in young Chinese children. Moreover, the cultivation of epistemic curiosity should weaken inhibition and this might enhance well-being, creativity and learning, especially the D type with lower SES.
... Other investigations have examined diverse childrelated factors predicting early academic performance. While many of these studies have concentrated on young children's cognitive abilities, particularly executive functions (Allan et al., 2014;Finders et al., 2021;Moffett & Morrison, 2020), others have explored non-cognitive or psychological aspects, such as children's social and learning behaviors (Houri & Sullivan, 2019;Wenz-Gross et al., 2018), socio-emotional characteristics like temperament and curiosity (e.g., Bryce et al., 2018;Shah et al., 2018), and motivations and approaches to learning (e.g., DiPerna et al., 2007;Zee et al., 2021). ...
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Self-direction values, which reflect the need for autonomy, creativity, curiosity, and mastery, potentially hold substantial importance in educational settings. However, limited research exists on how these values contribute to academic performance, particularly in early childhood. This study aims to fill this gap by examining the relationships between kindergarten children’s self-direction values and their academic performance while considering their presented self- esteem and positive self-perception. One hundred and twenty children (59 girls; Mage = 67.45 months, SDage = 6.56 months) participated in this study. Children’s self-direction values and positive self-perception were examined in one-on-one interviews. Teachers reported on the children’s presented self- esteem and academic performance. Research Findings: Presented self-esteem significantly mediated the link between self-direction values and academic performance (path a: p = .007; path b: p < .001). Additionally, positive self- perception significantly moderated the link between self-direction values and their presented self-esteem in the classroom (p = .007). The indirect effects of self-direction values on academic performance through presented self-esteem were significant at the average and high levels of positive self-perception, but not at the low levels. Practice or Policy: The current research provides valuable insights into the role of self-direction values in early education and the interplay between young children’s self-direction values, presented self-esteem, and positive self-perception, thus contributing to developmental and educational theory and practice.
... In In addition, previous literature has used mother's education level (0 less than high school; 1 high school and above) as a confounder variable (Hartanto et al., 2018;Shah et al., 2018). Thus, mother's education level was considered as a confounder in the analysis. ...
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Often in educational and psychological studies, researchers are interested in understanding the mediation mechanism of longitudinal (repeated measures) variables. Almost all longitudinal mediation models in the literature stem from structural equation modeling framework and hence, cannot directly estimate intrinsically nonlinear functions (e.g., exponential, linear–linear piecewise function with an unknown changepoint) without using reparameterizations. The current study aims to develop a framework of Bayesian (non)linear random effects mediation models, B(N)REMM, to directly model intrinsically linear and nonlinear functions. Specifically, we developed two distinct longitudinal mediation models where all variables under consideration were longitudinal and followed either a linear trend (L-BREMM) or a segmented trend captured by linear–linear piecewise functions with unknown random changepoints (P-BREMM). Additionally, no research has assessed the impact of omitting confounder(s) when modeling mediation effects for intrinsically nonlinear functions. We used an empirical data example from the Early Childhood Longitudinal Study—Kindergarten Cohort to contrast the fit of two models where one included the confounder and the other omitted it. The empirical example illustrated the need to study the impacts of model misspecification with respect to omitting confounder(s). We further explored this issue and its effect on model estimation for both L-BREMM and P-BREMM via Monte Carlo simulation studies under a variety of data conditions. The simulation study results showed that omitting confounder(s) negatively impact parameter recovery for both L-BREMM and P-BREMM but only had an impact on model convergence of P-BREMM. We provide R scripts to estimate both L-BREMM and P-BREMM to aid the dissemination of these models.
... The literature also emphasizes that curiosity also plays an important role in reading achievement, especially in the early academic achievement and in children from low socioeconomic status (Shah et al., 2018). Curiosity can be described by the joy of discovery and the motivation to seek answers to what is unknown (Litman, 2008). ...
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Objective: This study describes the construction and evidence of content validity of the Reading and Writing Neuropsychological Instruction program (Instrução Neuropsicológica da Leitura e da Escrita [INELE]). This program aims to improve children’s reading and writing skills in classrooms in early grades. Method: The INELE was developed through five stages, namely, literature review, activity creation, interrater analysis, educator input, and finalization. Interrater agreement was assessed using the content validity index, with experts and educators evaluating sections and sessions independently, leading to the creation of the final version. Results: After interrater analyses and evaluation by school educators, the final version of the INELE comprises 25 sessions organized into two sections: (a) phonological awareness and grapheme–phoneme correspondence and (b) text reading comprehension and text reading fluency. Conclusions: The INELE is a useful evidence-based intervention for reading and writing instruction in classrooms and for training of underlying cognitive processes.
... For example, although studies taking a statelike view of curiosity have shown responsivity to inputs such as parental guidance (e.g., Endsley et al., 1979), many studies have operationalized curiosity as traitlike and stable across situations/time and accordingly did not probe for malleability. Similarly, whereas studies have shown curiosity to correlate with other meaningful outcomes (e.g., IQ, reading and math achievement, competence motivation, attention/persistence), these associations were sometimes shown to be weak and/or inconsistent across subgroups (e.g., based on socioeconomic status; Shah et al., 2018). Finally, although studies of curiosity in different parts of the world have highlighted the apparent universal relevance of this construct, the lack of cross-culturally validated measures of curiosity has precluded nuanced comparisons. ...
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Developmental theory has long emphasized a range of skills that young children need for healthy development across the life course. Nevertheless, most evaluations of early childhood programs and policies have focused on measuring a somewhat limited set of competencies. In this article, we explore this “streetlight effect” in early childhood intervention research and propose an initial set of skills that we argue should be prioritized alongside traditionally measured outcomes as targets of intervention during the preschool period (i.e., between ages 3 and 5 years). These skills, which we call the foundations of learning and development (FOLD) skills, include both well-studied and emerging constructs such as curiosity, creativity, self-regulation and executive function, critical thinking, perspective taking, and internal representations of self. To better understand FOLD skills’ potential as more practical, effective, and inclusive targets of early childhood programs and policies, we review research regarding each skill’s malleability, measurability, predictive validity, and universality. We end with a set of future directions for the field, including the need to (a) formulate a more inclusive taxonomy of FOLD skills that incorporates currently omitted competencies relevant to marginalized populations, (b) measure these skills in scalable and actionable ways, and (c) enhance or modify intervention strategies to optimize the development of these FOLD skills in the preschool period.
... Specifically, curiosity has been connected with a lot of positive learning variables like educational achievement and academic learning (Eren & Coskun, 2016;Shah et al., 2018), the acquisition of knowledge (Rotgans & Schmidt, 2011) and the facilitation of cognitive development (Tamdogon, 2006), commitment (Arnone et al., 2011), goal orientation (Eren, 2009), perceived value (Rossing & Long, 1981) and reduction of boredom (Berlyne, 1960). Additionally, preschool teachers report that curiosity serves as a pedagogical tool in the classroom, fostering closer relationships with classmates during group activities, encouraging critical thinking, and establishing emotions of self-determination (Pekrun, 2019). ...
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p style="text-align:justify">Given curiosity’s fundamental role in motivation and learning and considering the widespread use of digital stories as educational tools from the preschool age, we pursued measuring preschoolers’ curiosity when interacting with digital stories. Using 129 toddlers and preschoolers as a sample, three groups (one for each class) were given different versions of the same digital story to listen to: interactive, non-interactive, and animated. Toddlers' verbal and nonverbal behaviors were utilized to quantify curiosity as a condition brought on by the app. The participants' verbal and nonverbal behaviors were recorded during the digital reading aloud. Every child's data was encoded at one-minute intervals to examine concurrent behavior, and the results were then compiled. The findings show that interactive presentation formats encourage more touching and language use but less noise production and that interaction and the creative use of hot spots in digital illustrations are key elements in piquing viewers' curiosity while contributing to the strengthening of the engagement to the activity and the cultivation of critical thinking, creativity, and imagination.</p
... According to Kashdan et al. [14,15] , curiosity is an integral human incentive that predicts knowledge acquisition, learning, and the fulfilment of life's demands. Likewise, Brod and Breitwieser [16] and Shah et al. [17] indicate that curiosity stimulates learning and memory in students. There have been a series of arguments concerning differences in curiosity between male and female students in educational literature. ...
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The debate about differences in intellectual abilities is far from over. This debate has astronomically drifted from academic success to mental possessions. In this regard, the current study examined curiosity, creativity, and academic motivation in students for possible differences in terms of gender. A total of 568 high school students were surveyed using a cross-sectional design. The data were gathered using adapted curiosity, creativity, and academic motivation scales to test for possible differences. Male and female students had similar abilities in curious, creative, and motivated potentials, according to the test MANOVA results [F (3,549) = 0.718, p > 0.610; Wilks’ Lambda = 0.993, partial eta squared = 0.007]. This could be the result of similar opportunities presented to both male and female students in their academic journey. Therefore, educational policies on gender parity should be developed to help tone down unnecessary comparisons and mental competition between male and female students in the areas of curiosity, creativity, and academic motivation.
... Besides, curiosity is another characteristic of orientation to experience (Bishop et al., 2004). Students maintain a curious attitude towards different objects in their learning and may tend to perform well in various subjects (Shah et al., 2018;Tang & Salmela-Aro, 2021;Vidler, 1980). Furthermore, individuals with high levels of MF have high levels of trait self-control and conscientiousness (Deng et al., 2019;Liang et al., 2022;Liu et al., 2022), and these characteristics (i.e. ...
... Young children are driven to learn about the world around them, whether by requesting information from others (Lucca & Wilbourn, 2018) or by exploring their surroundings (Jirout & Klahr, 2012). Curiosity is an important engine of learning and has been positively linked to children's academic achievement (Gualtieri & Finn, 2022;Shah et al., 2018). However, little research has examined whether it is possible to intervene to boost children's curiosity (Schutte & Malouff, 2023), and there are concerns that messages traditionally emphasized in classrooms (e.g., following instructions to get correct answers) might fail to promote curiosity-driven inquiry and exploration (Evans et al., 2023;Jirout et al., 2018). ...
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Despite the vital role of curiosity-driven exploration in learning, our understanding of how to enhance children’s curiosity remains limited. Here, we tested whether hearing a strategic curiosity story with curiosity-promoting themes (e.g., strategically approaching uncertainty, adapting flexibly to new information) versus a control story with traditional pedagogical themes (e.g., following rules, learning from others) would influence children’s strategic exploration across two cultures. Three- to 6-year-olds from the United States (N = 138) and Turkey (N = 88) were randomly assigned to hear one of these stories over Zoom, before playing a game in which they searched for sea creatures across five fish tanks. All tanks had the same number of hiding spots but varied in the number of creatures they contained. Time was limited and children could not return to prior tanks, pushing them to allocate search effort strategically. Results indicated that across both countries, children in the strategic curiosity condition explored the virtual “aquarium” more broadly; they moved through tanks more rapidly than children in the control condition and were more likely to explore all five tanks before time ran out. Children in the strategic curiosity condition also showed relatively more strategic search, adapting their search based on the likelihood of finding creatures in each tank. While further research is needed to pinpoint which elements of our stories produced differences in search behavior and whether they did so by enhancing or inhibiting children’s strategic exploration, storybooks appear to be a promising method for shaping children’s exploration across multiple countries.
... This powerful process of self-education continues until children go to school. And as soon as formal education starts, children stop asking questions (e.g., Shah et al., 2018). This is a natural result of currently widespread teaching strategy, as at school children are gradually taught several all-important lessons: ...
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Mainstream education systems are largely heavily based on checking students' knowledge by asking them questions and checking their answers. This is the complete reversal of the natural way of developing children’s brains from early age—through asking questions themselves. This article discusses the evolutionary importance of the ability of asking questions for human intelligence and its potential for creating a new strategy of education, based on encouraging students' natural curiosity, and encouraging their natural ability to search for knowledge. The article proposes that the most natural way to develop young human brains is through asking questions to adults from a very young age, the strategy developed and honed during the evolution of Homo sapiens through natural selection. The article concludes with some concrete classroom strategies and play suggestions that can be used to encourage young learners to ask questions freely in both child-centered education (CCE) and more traditional teacher-centered education models.
... In conceptual terms, learner engagement is defined as enthusiasm, dedication, and focus on school activities that, in addition to social engagement, include engagement with cognitive, emotional, and behavioral aspects of the school environment (Wang and Hofkens 2020). According to previous studies, a sense of interest and curiosity comes from being cognitively, emotionally, behaviorally, as well as socially engaged (Shah et al. 2018). In this regard, there is growing evidence that engagement has a significant positive impact on curiosity, scholars have begun to recognize the importance of engagement in fostering curiosity and interest in learning (Shin and Kim 2019). ...
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Curiosity is one of the most fundamental biological drives that stimulates individuals' intense desire to explore, learn, and create. Yet, mechanisms of how curiosity is influenced by instructional pedagogy remain unclear. To shed light on this gap, the present study sets out to investigate the underlying channels linking active learning pedagogy, learner engagement, and learner curiosity, employing a partial least-squares structural equation model leveraging the Social and Emotional Skills Survey dataset across ten sites (N = 45,972). Findings indicate that active learning pedagogy is positively associated with learner engagement (std. β = 0.016, p = 0.005), but there lacks a significant direct effect on learner curiosity (std. β = −0.001, p = 0.738). Structural mediation results show that learner engagement is a key mediating channel linking active learning pedagogy and learner curiosity (std. β = 0.013, p = 0.005).
... Approaches to learning is identified as one of the five central domains of school readiness and early learning outcomes used by organizations across the country, including Head Start and the New York State Education Department (Administration for Children and Families, 2015; The New York State Prekindergarten Learning Standards, 2019). Development of approaches to learning and curiosity in preschool are also important for later educational success (McWayne et al., 2004;Shah et al., 2018). ...
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Policy emphases on early childhood and elementary computer science education have led to the development of many developmentally appropriate computer science and robotics tools, pedagogies, and high-quality curricula. One example is the integrated Coding as Another Language pedagogy for coding, literacy, and social and emotional learning. The pedagogy was initially developed for students in kindergarten and early elementary school and has not previously been aligned to prekindergarten learning frameworks or used in the prekindergarten setting. In this paper, we describe a pilot program if the CAL pedagogy could be successfully used for the prekindergarten setting. The study used a design-based method to adapt the Coding as Another Language curriculum for the prekindergarten setting and a mixed-methods protocol to evaluate the program at a preschool site serving children experiencing homelessness in classrooms that are part of the local school district’s universal prekindergarten program. Students were assessed using the Coding Stages Assessment of coding knowledge and the TechCheck-PreK assessment of computational thinking. Teachers completed semi-structured interviews over the course of the project. Teachers reported overall positive experiences teaching the curriculum including for English language learners, although some reported challenges integrating the curricula in their bilingual classrooms. Children participating in the program significantly improved on their coding knowledge by 4.60 points on the Coding Stages Assessment, p < .0001. These findings suggest that the Coding as Another Language pedagogy can be successfully integrated with preschool learning frameworks and implemented in preschool classrooms.
... Correspondence concerning this article should be addressed to Shoko Iwasaki, Graduate School of Advanced Integrated Studies in Human Survivability, Kyoto University, Higashi Ichijokan, 1 Yoshida-Nakaadachi-cho, Sakyo-ku, Kyoto 606-8306, Japan (email: iwasaki.shoko.d83@kyoto-u.jp). mathematical proficiency in young children, especially for those with low socioeconomic status (SES; Shah et al., 2018). However, to date, little is known about the relationship between cognitive ability and EC during early childhood. ...
Article
Epistemic curiosity (EC) is the desire to acquire new knowledge. This study investigated the association between EC and cognitive ability by conducting two different measurements of EC: a report-based measurement using a parent report questionnaire, and a behaviour-based measurement using an exploratory task. In the exploratory task, we used an ambiguous toy that was not novel, but might stimulate EC, and a clear toy that was novel to determine which was preferred. The results showed that preschoolers preferred the ambiguous toy to the clear novel toy. There was a positive correlation between preference for the ambiguous toy and IQ (information subscale). There was a weak relationship between questionnaire scores and exploratory task performance. Cognitive ability (information scores) may support detection of the information gap which triggers curiosity-driven exploration. Each measurement (report-based and behavioural-based) can assess different aspects of EC. Report-based EC may be more indicative of children’s observed EC in daily life, whereas behavioural measurement in a structured setting may better reflect children’s cognitive abilities to detect curiosity-driven stimuli.
... In addition, preschoolers start to extend this secure relationship with a trusted adult to relationships with peers (Berlin et al., 2008). Having a secure base is consistently linked with a child's exploratory behaviors, such as doing things for themselves, enjoying challenges, employing sophisticated play, solving problems, focusing attention, and taking initiative (Fish, 2004;Grossmann et al., 2008;Schieche & Spangler, 2005;Shah et al., 2018). This close connection between a secure base and exploration, reflected in the construct of secure exploration, is associated with behaviors predicting later academic success (Bornstein et al., 2013). ...
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This study examined the role of parenting practices on preschoolers’ secure exploratory behaviors; specifically, the extent to which parenting practices mediate the relationship between socio-economic status, perceived neighborhood support, parental depression and children’s exploratory behaviors. The participants (n = 3268) were parents of young children (Mage = 50.82 months; 50% identified as Latinx). Structural equation models revealed that parenting practices had a positive direct association with preschoolers’ secure exploration. Parental depression had a negative association with preschoolers’ secure exploration, whereas perceived neighborhood support and socio-economic status had positive associations with secure exploration. These associations were significantly mediated through parenting practices. The results demonstrate the crucial role parents play in fostering their child’s secure exploration by providing a secure base and exploratory experiences, and can inform policy and family education programs.
... Epistemic curiosity, the intrinsic motivation to learn, has been linked to academic achievement (Gottfried et al., 2016). The association between curiosity and early academic achievement is especially strong for children from low socioeconomic status (SES) backgrounds (Shah et al., 2018). Such results raise the important question of whether we can foster curiosity early in development (Hidi & Renninger, 2020). ...
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Children who are more curious learn more in school, but little is known about how to promote curiosity-driven behaviors. In a preregistered experiment, 103 children (54 boys, 49 girls, ages 5-7-years) were randomly assigned to a condition in which they were encouraged to ask questions, or to listen carefully, during eight one-on-one science lessons over two weeks. Children in the question-asking condition valued new science information significantly more than children in the listening condition (Wilcoxon r = .23). Children with less background knowledge benefited more from question-asking. These results suggest that practice with question-asking can boost some aspects of curiosity and learning.
... According to the Information Gap theory of curiosity [1], this is most likely to occur with a "medium" amount of uncertainty, that is enough uncertainty that an individual feels motivated to seek information, but not so much that they feel overwhelmed. This curiosity leads to more deep and meaningful learning [2] and is linked to desirable academic outcomes in K-12 students [4,5]. Despite these findings, there is little evidence that curiosity is promoted in schools [6,7]. ...
... Finally, intellectually, when the children inertly become interested in understanding their environment. In a study with about 6200 kindergarten children [40], it was found that curiosity is significantly associated with reading and mathematics academic achievement. This is mediated by the children's socioeconomic status, which suggests that curiosity may be enhanced by having access to more enriching environments. ...
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Rapid advancements in technology have changed the education landscape. Starting at a young age, individuals are exposed to new and emerging digital tools, requiring them to learn technical skills throughout their lives. The increasing digitalization of society also brought about new ways of expressing oneself and interacting with others. This means that learners should also be equipped with socioemotional skills to effectively navigate their environment. One of the challenges is identifying which skills should be included in learning programs. This chapter presents how we generated a roster of 12 socioemotional skills that we targeted when we designed a 10-week early childhood literature-based program promoting socioemotional development. We reviewed various research and policy documents from different institutions, taking into consideration socioeconomic as well as psycho-educational views.
... Riggs et al. (Riggs et al., 2016) conducted a study on the relationship between EF and the correlation of social-emotional functions, such as theory of mind and delay of gratification. Furthermore, positive academic performance has also been associated with greater executive function abilities (Shah et al., 2018;Ursache et al., 2012). Research has shown that children who have difficulty regulating their emotions in the classroom are more vulnerable to displaying psychopathology (Cole et al., 2004), aggression (Calkins & Marcovitch, 2015), and suffering from peer rejection, increased school anhedonia, and poor academic outcomes (Ursache et al., 2012). ...
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Early childhood emotional dysregulation is critical in recognizing and preventing psychological well-being disorders, laying the groundwork for developing healthy emotional behaviors early on. This study aims to determine the direct influence of smartphone addiction, executive function, and the mother-child relationship on emotional dysregulation in early childhood in West Sumatra. This research method is a quantitative survey. The data collection technique in this research uses a questionnaire design on 309 parents who were selected using a simple random sampling method. This data processing tool uses the SmartPLS software. The results of the study indicate that smartphone addiction has a significant impact on emotional dysregulation in early childhood, executive function has a positive and significant effect on emotional dysregulation in early childhood, and the mother-child relationship has a positive and significant influence on emotional dysregulation in early childhood. 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The results showed that: (1) The Realistic Mathematics Education approach is better than the Open Ended Approach in improving the ability to recognize children's number concepts; (2) There is an interaction effect between mathematics learning approaches and Self-Regulation to recognize the concept of early numbers ability; (3) The Realistic Mathematics Education approach is more suitable for children with high self-regulation, (4) The Open Ended approach is more suitable for children with low self-regulation. Subsequent experiments are expected to find mathematics learning approaches for children whose self-regulation is low on recognizing the concept of early numbers ability. Keywords: mathematics learning approach, self-regulation, early number concept ability References: Adjie, N., Putri, S. U., & Dewi, F. (2019). Penerapan Pendidikan Matematika Realistik (PMR) dalam Meningkatkan Pemahaman Konsep Bilangan Cacah pada Anak Usia Dini. 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... Thus, it becomes a source for the effective functioning of the learning process (Yazıcı & Kartal, 2020). Epistemic curiosity is also positively related to school achievement (Eren & Coskun, 2016;Shah et al., 2018;Tang & Salmela-Aro, 2021). Students with higher levels of epistemic curiosity tend to have mastery goals (Eren, 2009) and deeper strategies for learning (Richards et al., 2013), which leads to effective learning experiences. ...
... Rewards from the environment are ignored; however, rewards are generated that are intrinsic to the agent. Similarly, stimulating curiosity in a child is more likely to result in better scholar performance than merely rewarding the child for good grades (Shah et al., 2018). To generate this kind of curiosity in RL, the software agent predicts the outcome of its actions and is surprised (rewarded) if the outcome does not match its predictions. ...
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Curiosity and academic self-concept are essential factors in the process of learning, and relationships with parents have been suggested to be a critical element in nurturing children’s curiosity and academic self-concept. The current study examined the contribution of parents’ psychological control (PPC) to their children’s curiosity (both interest- and deprivation-type) and academic self-concept in a sample of 159 Israeli triads of elementary school-age children, their mothers, and their fathers. The results revealed negative associations between parents’ dependency- and achievement-oriented psychological control and children’s curiosity and academic concept. Fathers reported higher levels of achievement-oriented PPC than did mothers, and mothers’ PPC negatively contributed to children’s perceived openness. Implications for the learning process, as well as suggestions for professionals working in the school system, are discussed.
Conference Paper
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Thius document includes a collection of the position documents presented at the International Workshop of Israel Science foundation. https://curiosity-isf.edu.haifa.ac.il/
Article
Children's museums are a distinct type of museum—one particularly poised to engage and support the development of Lifelong Competencies that will help children live into their own successful and fulfilling futures. Understudied in the children's museum, which one(s) they prioritize is largely unknown, and, thus, so is their optimization. This work draws upon the important communication tool of institutional mission statements. Frequency analysis of the terms in 321 American children's museum mission statements (Study A) identified that children's museums prioritize the Lifelong Competencies of creativity and curiosity. Thematic analysis of the 119 mission statements that included these terms (Study B) indicated that children's museums' intended practice for achieving creativity and curiosity is through experiences, environments, and play with a focus on hands‐on and interactive elements, family‐friendly features, eliciting a positive affect, and experiences that are educational and innovative. Furthermore, creativity and curiosity are primarily valued as mediators toward learning.
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Human interactions are essential for promoting healthy development, and a child's future academic and personal success is greatly influenced by the pleasant relationships they have throughout their early years. These early connections foster empathy and understanding while imparting ideals of sharing and collaboration. The importance of these early interactions in a child's early learning and development is becoming more widely acknowledged. While ensuring a nurturing environment for children, parents and caregivers also need to be alert to signs that indicate impaired socio-emotional development. These signs include the following: exhibiting heightened irritability or anxiety, demonstrating limited or inappropriate expression of emotions, showing little interest or curiosity towards people or toys, exhibiting reluctance to explore the surrounding environment, frequently displaying feelings of melancholy and withdrawal, demonstrating impulsive or aggressive behaviour that is inappropriate, experiences of persistent fears that are unresponsive to reassurance, frequently suffering from episodes of night terrors, displaying frequent and intense tantrums, struggling with significant delays in language development and, and demonstrating an unusual fixation on orderliness or cleanliness.
Article
Curiosity and intolerance of uncertainty (IU) are both thought to drive information seeking but may have different affective profiles; curiosity is often associated with positive affective responses to uncertainty and improved learning outcomes, whereas IU is associated with negative affective responses and anxiety. Curiosity and IU have not previously been examined together in children but may both play an important role in understanding how children respond to uncertainty. Our research aimed to examine how individual differences in parent-reported curiosity and IU were associated with behavioural and emotional responses to uncertainty. Children aged 8 to 12 ( n = 133) completed a game in which they were presented with an array of buttons on the screen that, when clicked, played neutral or aversive sounds. Children pressed buttons (information seeking) and rated their emotions and worry under conditions of high and low uncertainty. Facial expressions were also monitored for affective responses. Analyses revealed that children sought more information under high uncertainty than low uncertainty trials and that more curious children reported feeling happier. Contrary to expectations, IU and curiosity were not related to the number of buttons children pressed, nor to their self-reported emotion or worry. However, exploratory analyses suggest that children who are high in IU may engage in more information seeking that reflects checking or safety-seeking than those who are low in IU. In addition, our findings suggest that there may be age-related change in the effects of IU on worry, with IU more strongly related to worry in uncertain situations for older children than younger children.
Article
We evaluate a pedagogical intervention aimed at improving learning in elementary school children by fostering their curiosity. We test the effectiveness of the pedagogy using achievement scores and a novel measure of curiosity. The latter involves creating a sense of information deprivation and quantifying the urge to acquire information and retention ability. The intervention increases curiosity, knowledge retention, and science test scores, with the effects persisting into middle school years. It also leads to more information sharing and peer learning in the classroom. The evidence can help design better pedagogical tools to increase pupil engagement and the quality of learning. (JEL D83, I21, I26, J13, O15)
Article
This study was aimed at investigating the role of perceived parenting styles in predicting curiosity and exploration among university students. It is obvious that personality, behavioral and cognitive characteristics of human are affected by parents and it seems that parenting styles that parents use in rearing their children affect their personality and cognitive characteristics. Data were collected from Bahauddin Zakariya University Multan, Pakistan. Sample of 171 students were selected through convenient sampling. Two research instruments were used to measure the variables. Findings of the study reveal that permissive and authoritative parenting styles are the significant positive predictors of curiosity and exploration among students. Moreover, there is positive correlation among these constructs. Furthermore, results indicate that there is no significant impact of authoritarian parental style in predicting curiosity and exploration. In addition, there was no statistically significant difference of curiosity and exploration between male and female students. In the light of study, parents need to practice the health parenting styles to nourish their children.
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Eğitim araştırmacıları tarafından yapılan çalışmalar neticesinde, erken çocukluk eğitimi ve bakımının çocukların bilişsel gelişimlerini destekleyici faydalı etkileri olduğu üzerine güçlü bir fikir birliği oluşmuştur. Bu nedenle, tüm çocukların erken eğitime ulaşması fikri gelişmiş ve gelişmekte olan ülkelerde genel kabul görmeye başlamış bir amaçtır. Fakat erken eğitimin olumlu etkilerinin kalıcı olup olmadığı konusunda aynı fikir birliğinden söz etmek güçtür. Bu çalışmanın temel amacı, erken çocukluk eğitiminin çocukların matematik becerileri üzerindeki etkilerinin kısa ve orta vadede kalıcı olup olmadığının incelenmesidir. Erken eğitimin çocukların matematik becerileri üzerinde devam eden etkilerine ilişkin birbiriyle çelişen bulgular, meta analiz yöntemi kullanılarak bir araya getirilmiştir. Üç temel araştırma sorusu doğrultusunda toplamda 20 çalışmadan 48.656 çocuğun verileri ile elde edilen etki büyüklükleri ile beş farklı meta analiz gerçekleştirilmiştir. Erken çocukluk eğitimi ve bakımı (EÇEB) deneyimine sahip olmanın çocukların altıncı sınıf matematik sonuçları üzerinde devam eden etkisinin oldukça sınırlı (d=0,18) olduğu görülmüştür. Hem inceleme bölümünün bulguları hem de bu sınırlı meta analitik etki, EÇEB deneyimi etkilerinin sönme eğiliminde olduğuna işaret etmektedir. Ana sınıfına öncesinde EÇEB deneyimi ile başlamanın ana sınıfı matematik becerileri üzerinde olgunlaşma ve öğretmen etkilerinin ötesinde pozitif bir etkisinin olduğu (d=0,4) ancak daha uzun süre EÇEB'e devam etmenin sağladığı bu avantajın ilkokul birinci sınıfta hızla azaldığı (d=0,13) ortaya çıkmıştır. Gerçekleştirilen son iki meta analizden elde edilen etki büyüklükleri, erken eğitime devam eden çocukların ana sınıfı matematik becerileri ile ilkokul birinci (r=0,68) ve ikinci sınıf (r=0,63) matematik başarılarının yüksek düzeyde ilişkili olduğunu göstermiştir. Okul öncesi dönemden ilkokula geçiş sürecinde bireysel başarı farklılıklarının kalıcılığına dikkat çeken bu meta analitik etki büyüklükleri göz önünde bulundurularak değerlendirmeler yapılmıştır. Yapılan değerlendirmeler sonucunda ilk üç analizde görülen sönme olgusunun olası nedenleri tartışılmıştır ve elde edilen bulgular bir nedensel çerçeve kullanılarak açıklanmıştır. Anahtar Kelimeler: Erken Çocukluk Eğitimi ve Bakımı, Matematik Becerileri, Meta Analiz
Chapter
TD is inherently a cultural phenomenon, shaped by the intricate interplay of genetic predispositions, sociocultural experiences, and environmental influences. Within the context of individual development, cultural provisions and interventions constitute an integral component of TD. Cultural provisions and interventions are viewed as developmentally responsive when they address developmental needs and goals in a timely, proactive fashion, strategically positioned within specific TD contexts to accommodate diverse needs and challenges encountered by individuals during distinct developmental processes and phases. Recent research spanning the decade from 2010 to 2020 shows some degrees of alignment with the imperative of developmental responsive characteristic of the provisions/interventions research. It emphasizes the role of these provisions and interventions in initiating and sustaining TD, fostering positive talent growth trajectories. Nevertheless, there is a compelling call for a more systematic and programmatic research approach, one that pursues a specific line of inquiry on provisions and interventions across time, to comprehensively address this multifaceted category of TD research.
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This paper is a report on a year-long action research project with a Community of Inquiry where a group of teachers from across primary, secondary, and tertiary contexts were developing and implementing student-centered, curiosity-driven, inquiry-based science projects to bridge face-to-face and online learning contexts and support their students' engagement in learning during the COVID-19 pandemic. We followed the teachers through two research cycles to investigate their driving question: "How can we best support our students' learning in blended learning environments through Curiosity-Driven, Inquiry-Based Science Education?" We report on their ideas, successes, and challenges as they created and implemented eighteen projects. In the first cycle of inquiry in fall 2020, the teachers met online to discuss plans, they implemented their plans with their classes, and they met online to reflect on their projects and share resources. In the second cycle of inquiry in spring 2021, the teachers met online again for further planning, implementation, and reflection. We recorded all online meetings, collected resources that teachers shared, and conducted thematic analysis. Findings indicated the primary focus for the teachers were: which education technology methods to use; the importance of supporting their students' voices to discuss their work at all stages of their projects; coming up with appropriate means of assessment of their students' projects; supporting their students in their developing research and problem-solving skills; and supporting their students to reflect on their learning. This study is significant because it demonstrates the creativity and innovation of a group of teachers in their efforts to support their students' engagement and learning through
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Emerging empirical evidence supports play's potential to stimulate and foster scientific creativity. Focusing on how play relates to scientific creativity in adulthood, this review synthesizes the current state of knowledge in four areas: the play element in scientific research, the playfulness of scientists, mechanisms through which play affects scientific creativity, and environmental factors key to the play-to-create process in scientists' work. The review highlights several limitations hindering further research development in this area. Specifically, existing studies: (a) are largely qualitative and focus on descriptive analysis of the forms and/or select aspects of play, (b) do not sufficiently consider the unique characteristics and processes of scientific research, and (c) decontextualize the creative process by separating the player-creator from the environment. Building on this analysis, the author clarifies the conceptualization of play, playfulness, and scientific creativity, differentiates between creative and recreative play in relation to core scientific activities, and identifies useful conceptual and measurement tools to facilitate future domain-specific empirical studies of play and scientific creativity. Collectively, these insights advance a new integrative theoretical framework—the play-to-create model—to encourage and guide systematic and contextualized investigations of how play, playfulness, creative processes, and the environment interact to generate creative scientific outcomes.
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This study explored whether, and how, preservice elementary teachers’ scientific curiosity related to their confidence for science teaching. A group of 29 preservice, elementary teachers in the U.S. engaged in a curiosity journaling strategy across a 16-week scientific inquiry course. Their expressions of curiosity were coded using Luce and Hsi’s framework of curiosity. Whether expressions of curiosity related to their confidence for teaching associated science topics was examined statistically. In addition, the categories of their curiosity were coded and are described across eight journal entries. The nature of the relationship between scientific curiosity and science teaching confidence, as well as the nature of the curiosity they expressed, are described. Generally, curiosity about specific scientific phenomena and changes in confidence for teaching those topics did not relate to one another. Relationships did emerge, however, among categories of curiosity and participants’ confidence for teaching seven specific science topics.
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Researchers and the general public have become increasingly intrigued by the roles that systematic tendencies toward thinking, feeling, and behaving might play in academic achievement. Some measures of constructs belonging to this group have been well studied in genetics and psychometrics, while much less is known about measures of other such constructs. The current study focuses on 7 character traits prominently featured in influential intervention-oriented and/or socialization theories of academic achievement: grit, intellectual curiosity, intellectual self-concept, mastery orientation, educational value, intelligence mindset, and test motivation. In a population-based sample of 811 school-aged twins and triplets from the Texas Twin Project, we tested (a) how each measure relates to indices of the Big Five personality traits, (b) how the measures relate to one another, (c) the extent to which each measure is associated with genetic and environmental influences and whether such influences operate through common dimensions of individual differences, and (d) the extent to which genetic and environmental factors mediate the relations between fluid intelligence, character measures, verbal knowledge, and academic achievement. We find moderate relations among the measures that can be captured by a highly heritable common dimension representing a mixture of Openness and Conscientiousness. Moreover, genetically influenced variance in the character measures is associated with multiple measures of verbal knowledge and academic achievement, even after controlling for fluid intelligence. In contrast, environmentally influenced variance in character is largely unrelated to knowledge and achievement outcomes. We propose that character measures popularly used in education may be best conceptualized as indexing facets of personality that are of particular relevance to academic achievement. (PsycINFO Database Record
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Curiosity is a basic element of our cognition, but its biological function, mechanisms, and neural underpinning remain poorly understood. It is nonetheless a motivator for learning, influential in decision-making, and crucial for healthy development. One factor limiting our understanding of it is the lack of a widely agreed upon delineation of what is and is not curiosity. Another factor is the dearth of standardized laboratory tasks that manipulate curiosity in the lab. Despite these barriers, recent years have seen a major growth of interest in both the neuroscience and psychology of curiosity. In this Perspective, we advocate for the importance of the field, provide a selective overview of its current state, and describe tasks that are used to study curiosity and information-seeking. We propose that, rather than worry about defining curiosity, it is more helpful to consider the motivations for information-seeking behavior and to study it in its ethological context.
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Numerous studies indicate that intrinsic motivation predicts academic achievement. However, relatively few have examined various subtypes of intrinsic motivation that predict overall achievement, such as motivation for exercise and physical activity. Based upon the 16 basic desires theory of personality, the current study examined the motives of 178 senior high school (gymnasium) students (mean age = 17.6, range = 16-20) from Finland, using the Reiss School Motivation Profile. In structural equation models that controlled for gender and age, intellectual curiosity was positively associated with achievement, whereas the family motive was negatively associated with achievement. Boys had a higher intellectual curiosity and a lower family motive than girls. The physical activity motive had a significant negative interaction with intellectual curiosity, such that youth with higher intellectual curiosity had the strongest achievement when their physical activity motive was lower. This suggests that adolescents with a strong desire for exercise may have some difficulty in selective high schools that require rigorous study and long hours of sitting, even when they enjoy learning. Implications for motivational theory, education research, physical education for promoting fitness, and school psychology practice are discussed.
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To examine how gradients in socioeconomic status (SES) impact US children's reading and math ability at kindergarten entry and determine the contributions of family background, health, home learning, parenting, and early education factors to those gradients. Analysis of 6600 children with cognitive assessments at kindergarten entry from the US Early Childhood Longitudinal Birth Cohort Study. A composite SES measure based on parent's occupation, education, and income was divided into quintiles. Wald F tests assessed bivariate associations between SES and child's cognitive ability and candidate explanatory variables. A decomposition methodology examined mediators of early cognitive gradients. Average reading percentile rankings increased from 34 to 67 across SES quintiles and math from 33 to 70. Children in lower SES quintiles had younger mothers, less frequent parent reading, less home computer use (27%-84%), and fewer books at home (26-114). Parent's supportive interactions, expectations for their child to earn a college degree (57%-96%), and child's preschool attendance (64%-89%) increased across quintiles. Candidate explanatory factors explained just over half the gradients, with family background factors explaining 8% to 13%, health factors 4% to 6%, home learning environment 18%, parenting style/beliefs 14% to 15%, and early education 6% to 7% of the gaps between the lowest versus highest quintiles in reading and math. Steep social gradients in cognitive outcomes at kindergarten are due to many factors. Findings suggest policies targeting levels of socioeconomic inequality and a range of early childhood interventions are needed to address these disparities. Copyright © 2015 by the American Academy of Pediatrics.
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Research has established the importance of early socioeconomic advantage and disadvantage for understanding later life outcomes, but less is known about change in the relationship between socioeconomic status (SES) and child development within the period of early childhood. Competing hypotheses drawn from the literature posited: (1) a stable SES-development relationship, (2) a stronger relationship in infancy than at older ages, and (3) a stronger relationship at school entry than at younger ages. Using the nationally representative Early Childhood Longitudinal Study-Birth Cohort (2001–2007), we followed 8600 children from infancy through kindergarten entry to model change over time in the relationship between socioeconomic status and cognitive and behavioral development. The unexpected main finding was that the relationships between three socioeconomic measures (household income, assets, and maternal educational attainment) strengthened from infancy through age 4 or 4½, then weakened slightly until the start of kindergarten. Indirect evidence suggested preschool education as one possible explanation. We argue for researchers to expand the school transition concept to include the now widespread prekindergarten year, as well as for attention to psychological and physiological developmental factors that may shape the relationship between SES and cognitive and behavioral development throughout early childhood.
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This paper presents a dynamic, ecologically informed approach to conceptualizing and studying the transition to formal schooling. This perspective acknowledges that early school transitions play an important role in later school success; theorizes that a full understanding of child competence must examine the influence of the relationships among child characteristics and home, school, peer, family, and neighborhood contexts; and, most importantly, examines how these relationships change over time. This approach recommends that future policy, practice, and research be based on the following three premises. First, the transition to school must be conceptualized in terms of relationships between children and their surrounding contexts, such as schools, peers, families, and neighborhoods. Second, the measurement of children's readiness for school must acknowledge the combined influence of school, home, peers, and neighborhood contexts, the relationship among such contexts, and their direct and indirect effects on children. Third, and most specific to this paper, the examination of this transition period must address how contexts and relationships change over time, and how change and stability in these relationships form key aspects of children's transition to school. Ultimately, research informed by these principles may advise policy and practice on transition to school in normative and high-risk populations.
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This paper proposes a new theoretical model of curiosity that incorporates the neuroscience of “wanting” and “liking”, which are two systems hypothesised to underlie motivation and affective experience for a broad class of appetites. In developing the new model, the paper discusses empirical and theoretical limitations inherent to drive and optimal arousal theories of curiosity, and evaluates these models in relation to Litman and Jimerson's (2004) recently developed interest-deprivation (I/D) theory of curiosity. A detailed discussion of the I/D model and its relationship to the neuroscience of wanting and liking is provided, and an integrative I/D/wanting-liking model is proposed, with the aim of clarifying the complex nature of curiosity as an emotional-motivational state, and to shed light on the different ways in which acquiring knowledge can be pleasurable.
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Recent studies suggest that children born at late preterm (34-36 weeks gestation) and early term (37-38 weeks) may have poorer developmental outcomes than children born at full term (39-41 weeks). We examined how gestational age is related to cognitive ability in early childhood using the UK Millennium Cohort Study. Cognitive development was assessed using Bracken School Readiness Assessment at age 3 years, British Ability Scales II at ages 3, 5 and 7 years and Progress in Mathematics at age 7 years. Sample size varied according to outcome between 12 163 and 14 027. Each gestational age group was compared with the full-term group using differences in z-scores and risk ratios for scoring more than -1 SD below the mean. Children born at <32 weeks gestation scored lower (P < 0.05) than the full-term group on all scales with unadjusted z-score differences ranging between -0.8 to -0.2 SD. In all groups, there was an increased risk (P < 0.05) of scoring less than -1 SD below the mean compared with the full-term group for some of the tests: those born at < 32 weeks had a 40-140% increased risk in seven tests, those born at 32-33 weeks had a 60-80% increased risk in three tests, those born at 34-36 weeks had a 30-40% increased risk in three tests, and those born at 37-38 weeks had a 20% increased risk in two tests. Cognitive ability is related to the entire range of gestational age, including children born at 34-36 and 37-38 weeks gestation.
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The Concept of CuriosityA Framework for Factors that Support CuriosityElaborating the Framework for Curiosity Supportive FactorsCuriosity InterventionsConclusion
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An imbalance exists between the role of curiosity as a motivational force in nearly all human endeavors and the lack of scientific attention given to the topic. In recent years, however, there has been a proliferation of concepts that capture the essence of curiosity-recognizing, seeking out, and showing a preference for the new. In this chapter, we combine this work to address the nature of curiosity, where it fits in the larger scheme of positive emotions, the advantages of being curious in social relationships, links between curiosity and elements of well-being, and how it has been used in interventions to improve people's quality of life. Our emphasis is on methodologically sophisticated findings that show how curiosity operates in the laboratory and everyday life, and how, under certain conditions, curiosity can be a profound source of strength or a liability. People who are regularly curious and willing to embrace the novelty, uncertainty, and challenges that are inevitable as we navigate the shoals of everyday life are at an advantage in creating a fulfilling existence compared with their less curious peers. Our brief review is designed to bring further attention to this neglected, underappreciated, human universal.
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In this chapter, we discuss the construct of effortful control and review literature relevant to its development and significance for optimal development in childhood. After considering its definition and links of the construct to that of emotion-related regulation, we review literature on the emergence of effortful control in childhood and its relations to constructs such as emotionality, compliance, delay of gratification, moral development, empathy, adjustment, social competence, and cognitive and academic performance. Finally, we review literature on the socialization of effortful control, especially in the family. The literature reviewed is consistent with the perspective that effortful control is linked to children's emerging social competence, adjustment, and morality. In addition, although effortful control is based in temperament and has a hereditary basis, environmental influences likely contribute to its development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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Research on curiosity has undergone 2 waves of intense activity. The 1st, in the 1960s, focused mainly on curiosity's psychological underpinnings. The 2nd, in the 1970s and 1980s, was characterized by attempts to measure curiosity and assess its dimensionality. This article reviews these contributions with a concentration on the 1st wave. It is argued that theoretical accounts of curiosity proposed during the 1st period fell short in 2 areas: They did not offer an adequate explanation for why people voluntarily seek out curiosity, and they failed to delineate situational determinants of curiosity. Furthermore, these accounts did not draw attention to, and thus did not explain, certain salient characteristics of curiosity: its intensity, transience, association with impulsivity, and tendency to disappoint when satisfied. A new account of curiosity is offered that attempts to address these shortcomings. The new account interprets curiosity as a form of cognitively induced deprivation that arises from the perception of a gap in knowledge or understanding. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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The overall issue of assessment during early childhood, and its relation to school readiness and other decisions, is currently widely debated. Expanding early childhood education and child care enrollments, better scientific knowledge about early childhood development, and decisions about public spending, necessitate careful consideration of which assessment tools to use, as well as why and when to use them. More specifically, the disconnection between the importance of social and emotional domains of development, and their status within educational programming and assessment, has long been lamented. The last several years have, however, witnessed a blossoming of attention to these areas during early childhood, as crucial for both concurrent and later well-being and mental health, as well as learning and academic success. Teachers view children’s “readiness to learn” and “teachability” as marked by positive emotional expressiveness, enthusiasm, and ability to regulate emotions and behaviors. Based on these assertions, I suggest a battery of preschool social–emotional outcome measures, tapping several constructs central to emotional and social competence theory, specifically emotional expression, emotion regulation, emotion knowledge, social problem solving, and positive and negative social behavior.
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Children's early approaches to learning (ATL) enhance their adaptation to the demands they experience with the start of formal schooling. The current study uses individual growth modeling to investigate whether children's early ATL, which includes persistence, emotion regulation, and attentiveness, explain individual differences in their academic trajectories during elementary school. Using data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), the present investigation examined the association between ATL at kindergarten entry and trajectories of reading and math achievement across 6 waves of data from kindergarten, 1st, 3rd, and 5th grade (n = 10,666). The current study found a positive link between early ATL and individual trajectories of reading and math performance. Overall, children's early ATL was equally beneficial for children regardless of their race/ethnicity and dimensions of their socioeconomic background. However, links between early ATL and academic trajectories differed by their gender and initial levels of math and reading achievement.
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To assess the relative effects and the impact of perinatal and sociodemographic risk factors on long-term morbidity within a total birth population in Florida. School records for 339 171 children entering kindergarten in Florida public schools in the 1992-1993, 1993-1994, or 1994-1995 academic years were matched with Florida birth records from 1985 to 1990. Effects on long-term morbidity were assessed through a multivariate analysis of an educational outcome variable, defined as placement into 9 mutually exclusive categories in kindergarten. Of those categories, 7 were special education (SE) classifications determined by statewide standardized eligibility criteria, 1 was academic problems, and the reference category was regular classroom. Generalized logistic regression was used to simultaneously estimate the odds of placement in SE and academic problems. The impact of all risk factors was assessed via estimated attributable excess/deficit numbers, based on the multivariate analysis. Educational outcome was significantly influenced by both perinatal and sociodemographic factors. Perinatal factors had greater adverse effects on the most severe SE types, with birth weight <1000 g having the greatest effect. Sociodemographic predictors had greater effects on the mild educational disabilities. Because of their greater prevalence, the impact attributable to each of the factors (poverty, male gender, low maternal education, or non-white race) was between 5 and 10 times greater than that of low birth weight and >10 times greater than that of very low birth weight, presence of a congenital anomaly, or prenatal care. Results are consistent with the hypothesis that adverse perinatal conditions result in severe educational disabilities, whereas less severe outcomes are influenced by sociodemographic factors. Overall, sociodemographic factors have a greater total impact on adverse educational outcomes than perinatal factors.
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This study examined the role of self-regulation in emerging academic ability in one hundred and forty-one 3- to 5-year-old children from low-income homes. Measures of effortful control, false belief understanding, and the inhibitory control and attention-shifting aspects of executive function in preschool were related to measures of math and literacy ability in kindergarten. Results indicated that the various aspects of child self-regulation accounted for unique variance in the academic outcomes independent of general intelligence and that the inhibitory control aspect of executive function was a prominent correlate of both early math and reading ability. Findings suggest that curricula designed to improve self-regulation skills as well as enhance early academic abilities may be most effective in helping children succeed in school.
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Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.
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Cognitive control skills important for success in school and life are amenable to improvement in at-risk preschoolers without costly interventions.
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School readiness includes the readiness of the individual child, the school's readiness for children, and the ability of the family and community to support optimal early child development. It is the responsibility of schools to be ready for all children at all levels of readiness. Children's readiness for kindergarten should become an outcome measure for community-based programs, rather than an exclusion criterion at the beginning of the formal educational experience. Our new knowledge of early brain and child development has revealed that modifiable factors in a child's early experience can greatly affect that child's learning trajectory. Many US children enter kindergarten with limitations in their social, emotional, cognitive, and physical development that might have been significantly diminished or eliminated through early identification of and attention to child and family needs. Pediatricians have a role in promoting school readiness for all children, beginning at birth, through their practices and advocacy. The American Academy of Pediatrics affords pediatricians many opportunities to promote the physical, social-emotional, and educational health of young children, with other advocacy groups. This technical report supports American Academy of Pediatrics policy statements "Quality Early Education and Child Care From Birth to Kindergarten" and "The Inappropriate Use of School 'Readiness' Tests."
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This paper examines interrelations between biological and social influences on the development of self-regulation in young children and considers implications of these interrelations for the promotion of self-regulation and positive adaptation to school. Emotional development and processes of emotion regulation are seen as influencing and being influenced by the development of executive cognitive functions, including working memory, inhibitory control, and mental flexibility important for the effortful regulation of attention and behavior. Developing self-regulation is further understood to reflect an emerging balance between processes of emotional arousal and cognitive regulation. Early childhood educational programs that effectively link emotional and motivational arousal with activities designed to exercise and promote executive functions can be effective in enhancing self-regulation, school readiness, and school success.
Article
This study investigated the relationship of kindergarten teachers' ratings of their students' 21st century skills (college readiness skills) with students' behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors within their classrooms via the Human Behavior Rating Scale: Brief (HBRS: Brief, a teacher rating scale. The relationship of the HBRS: Brief teachers' ratings was compared with data the school annually collected (behavioral ratings, academic performance, student office discipline referrals [ODRs], and absences). Hierarchical linear modeling indicated that teachers' ratings of students' persistence and cognition behaviors were significantly associated with students' academic performance. Teachers' persistence, curiosity, and externalizing affect ratings were predictive of behavioral ratings and teachers' externalizing affect ratings were significantly associated with ODRs. The results support the efficacy of investigating teacher perceptions of students' 21st century skills with kindergarteners.
Article
Early Childhood Longitudinal-Birth Cohort data were used to examine the extent to which preschool and kindergarten teachers aligned in their beliefs regarding the importance of school competencies at kindergarten entry, whether misalignment in beliefs predicted academic and sociobehavioral adjustment in kindergarten, and if relations were moderated by children's socioeconomic status. Preschool and kindergarten teachers rated the importance of 12 skills categorized into domains of academic, self-regulatory, and interpersonal competence. In the fall of kindergarten, children were directly assessed on reading and math skills, and kindergarten teachers rated children's approaches to learning, disruptive behavior, and social behavior. Findings revealed (a) misalignment was greatest for teachers’ beliefs about the importance of academic competence (b) greater misalignment in beliefs pertaining to all three domains of competence predicted poorer ratings of approaches to learning, social skills, and lower math achievement, and (c) children from socioeconomically disadvantaged backgrounds were more susceptible to the negative influence of misalignment, across adjustment outcomes, compared to their more-advantaged peers. Results are discussed in relation to efforts aimed at promoting alignment within children's early educational contexts.
Article
Abstract— This article reviews the literature on self‐regulation and the development of school readiness and academic competence in early childhood. It focuses on relations between the development of cognitive aspects of regulation—referred to as executive functions and defined as abilities used to regulate information and to organize thinking in goal‐directed activities—and the development of reactivity and regulation in stimulus‐driven emotion, attention, and physiological stress response systems. It examines a bidirectional model of cognition–emotion interaction in the development of self‐regulation in which top‐down executive control of thought and behavior develops in reciprocal and interactive relation to bottom‐up influences of emotion and stress reactivity. The bidirectional model is examined within the context of innovative preschool interventions designed to promote school readiness by promoting the development of self‐regulation.
Article
Research Findings: This study analyzed the school readiness beliefs of parents of 452 children from public pre-kindergarten and the relations of these beliefs to socioeconomic status and children's readiness skills. Parents conceived readiness largely in terms of the ability to name objects, letters, or numbers, but few included inferential skills. Readiness beliefs were related not to socioeconomic status but to ethnicity. Readiness beliefs about the importance of independence, social competence, nominal knowledge, and inferential skills were related in expected ways to children's skills. Practice or Policy: Infrequent inclusion of inferential skills among parents' readiness beliefs may not bode well for children. Informational programs for parents about the critical role of higher order cognitive skills and ways to promote them are needed.
Article
Motivational interviewing has become widely adopted as a counseling style for promoting behavior change; however, as yet it lacks a coherent theoretical framework for understanding its processes and efficacy. This article proposes that self-determination theory (SDT) can offer such a framework. The principles of motivational interviewing and SDT are outlined and the parallels between them are drawn out. We show how both motivational interviewing and SDT are based on the assumption that humans have an innate tendency for personal growth toward psychological integration, and that motivational interviewing provides the social-environmental facilitating factors suggested by SDT to promote this tendency. We propose that adopting an SDT perspective could help in furthering our understanding of the psychological processes involved in motivational interviewing.
Article
The extent to which two measures of epistemic curiosity (EC), the Epistemic Curiosity Scale (ECS; Litman & Spielberger, 2003) and the curiosity as a Feeling-of-Deprivation Scale (CFDS; Litman & Jimerson, 2004), differentiated between interest (I) and deprivation (D) type curiosity was examined in four studies. In studies 1 (N=725) and 2 (N=658), exploratory factor analyses of the ECS and CFDS subscales yielded two factors; the first (I-type) involved pleasure associated with discovering new ideas, while the second (D-type) emphasized spending time and effort to acquire a specific answer or solution. In study 3 (N=762), confirmatory factor analysis demonstrated that a 2-factor model comprised of the I- and D-type curiosity items identified in study 2 had the best fit. In study 4 (N=515), correlations between revised I- and D-type measures and different learning goals were evaluated. As hypothesized, the I-EC scale correlated with mastery-oriented learning, whereas the D-EC scale was related to failure-avoidance and success-orientation. The results suggest that I-EC is concerned with stimulating positive affect, diversive exploration, learning something completely new and mastery-oriented learning; D-EC involves the reduction of uncertainty, specific exploration, acquiring information that is missing from an existing knowledge-set and performance-oriented learning.
Article
AN INVESTIGATION WAS CONDUCTED TO DETERMINE A DEFINITION OF CURIOSITY THAT WOULD HELP IDENTIFY PERSONALITY PATTERNS OF CHILDREN WHO ARE MOST LIKELY TO BE EITHER HIGH OR LOW IN CURIOSITY. DATA COLLECTED IN EARLIER STUDIES WERE FACTOR ANALYZED TO IDENTIFY THE PERSONAL AND SOCIAL VARIABLES THAT DIFFERENTIATE CHILDREN HIGH IN CURIOSITY FROM THOSE LOW IN CURIOSITY. SEVERAL KINDS OF MEASURING INSTRUMENTS WERE USED TO DETERMINE HIGH AND LOW CURIOSITY BOYS AND HIGH AND LOW CURIOSITY GIRLS, AND TO MEASURE VARIABLES THAT SIGNIFICANTLY DIFFERENTIATE AMONG THOSE GROUPS. THESE MEASURES WERE TEACHER JUDGEMENT OF CURIOSITY, PEER JUDGEMENT OF CURIOSITY, "ABOUT MYSELF" FOR SELF-RATING OF CURIOSITY, LORGE-THORNDIKE INTELLIGENCE TESTS, THE CALIFORNIA TEST OF PERSONALITY, A SOCIAL DISTANCE SCALE CALLED "OTHER PEOPLE TEST," THE BEHAVIOR PREFERENCE RECORD, THE CHILDREN'S PERSONALITY QUESTIONNAIRE, THE WORD ASSOCIATION TEST (CREATIVITY), THE CASSEL GROUP LEVEL OF ASPIRATION TEST, PEER JUDGMENT OF SOCIAL BEHAVIOR, THE INSTITUTE OF CHILD STUDY SECURITY TEST, THE INTOLERANCE OF AMBIGUITY SCALE, THE SOCIAL ATTITUDES SCALE, DESCRIPTIVE WORDS (MORALITY), AND THE SITUATIONAL INTERPRETATION EXPERIMENT. FACTORS IDENTIFIED BY THE ANALYSIS WERE DESCRIBED IN RELATION TO EACH OF THE FOUR GROUPS STUDIED. FROM THE RESULTS, THE AUTHOR CONCLUDED THAT THERE ARE PERSONAL AND SOCIAL FACTORS THAT DIFFERENTIATE THESE FOUR GROUPS, AND THAT, ALTHOUGH CURIOSITY AS A TERM HAD NOT BEEN DEFINED, THE BEHAVIOR OF THOSE WHO SHOW DIFFERENT ASPECTS OF CURIOSITY WAS SET FORTH MORE CLEARLY THAN IT HAD BEEN BEFORE. (AL)
Article
Kindergarten Scientists Becoming a scientist takes many years of training … or so it seems. It requires learning how to acquire data, to incorporate it into hypotheses, and then to test those hypotheses against newly acquired data; it requires learning how to think critically and to apply statistical analysis. Gopnik (p. 1623 ) reviews recent cognitive development findings that demonstrate how preschoolers act as young scientists in refining their intuitive representations of the world as they explore reality.
Article
The relationship between motivation and academic success has been better established with older children and adults than with younger children. As part of a larger project, the purpose of this study was to examine the relation-ship between classroom motivation and academic achievement in young elementary-school-aged children. The participants were 122 first-grade and 129 third-grade children from a mid-sized city in the southern United States. The findings from the current study were consistent with previous research in that higher levels of mastery motivation and judgment motivation were found to be related to higher math and reading grades in third graders. However, higher levels of mastery motivation, not judgment motivation, were related to higher math and reading grades in first graders.
Book
• This work, a second edition of which has very kindly been requested, was followed by La Construction du réel chez l'enfant and was to have been completed by a study of the genesis of imitation in the child. The latter piece of research, whose publication we have postponed because it is so closely connected with the analysis of play and representational symbolism, appeared in 1945, inserted in a third work, La formation du symbole chez l'enfant. Together these three works form one entity dedicated to the beginnings of intelligence, that is to say, to the various manifestations of sensorimotor intelligence and to the most elementary forms of expression. The theses developed in this volume, which concern in particular the formation of the sensorimotor schemata and the mechanism of mental assimilation, have given rise to much discussion which pleases us and prompts us to thank both our opponents and our sympathizers for their kind interest in our work. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Article
This prospective study applied self-determination theory to investigate the effects of students' course-specific self-regulation and their perceptions of their instructors' autonomy support on adjustment and academic performance in a college-level organic chemistry course. The study revealed that: (1) students' reports of entering the course for relatively autonomous (vs. controlled) reasons predicted higher perceived competence and interest/enjoyment and lower anxiety and grade-focused performance goals during the course, and were related to whether or not the students dropped the course; and (2) students' perceptions of their instructors' autonomy support predicted increases in autonomous self-regulation, perceived competence, and interest/enjoyment, and decreases in anxiety over the semester. The change in autonomous self-regulation in turn predicted students' performance in the course. Further, instructor autonomy support also predicted course performance directly, although differences in the initial level of students' autonomous self-regulation moderated that effect, with autonomy support relating strongly to academic performance for students initially low in autonomous self-regulation but not for students initially high in autonomous self-regulation. © 2000 John Wiley & Sons, Inc. Sci Ed84:740–756, 2000.
Article
Children enter kindergarten with disparate rudimentary reading and mathematics skills; capabilities for paying attention, sitting still and making friends; mental health; and inclinations for aggressive behavior. The role of these characteristics in producing fifth-grade school achievement is the subject of this paper. We find considerable impacts for school-entry academic skills but, with the exception of a kindergartener's capacity to pay attention, virtually no impacts for the collection of socioemotional skills. This finding holds both for the overall sample and for subgroups defined by race/ethnicity and socioeconomic status. The most powerful pre-school avenue for boosting fifth-grade achievement appears to be improving the basic academic skills of low-achieving children prior to kindergarten entry.
Article
Virtually all human individual differences have been shown to be moderately heritable. Much of this research, however, focuses on measures of dysfunctional behavior and relatively fewer studies have focused on positive traits. The values in action (VIA) project is a comprehensive and ambitious classification of 24 positive traits, also known as character strengths (Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Washington, DC: American Psychological Association), the majority of which have received no behavior genetic attention. Using a sample of 336 middle-aged twins drawn from the Minnesota Twin Registry who completed the VIA inventory of strengths, we detected significant genetic and non-shared environmental effects for 21 of 24 character strengths with little evidence of shared environmental contributions. Associations with a previously administered measure of normal personality found moderate phenotypic overlap and that genetic influences on personality traits could account for most, but not all, of the heritable variance in character strengths.
Article
This article examined teachers’ judgments of the prevalence and types of problems children present upon entering kindergarten. A large, national sample of teachers (N = 3,595) was surveyed by using the National Center for Early Development and Learning’s Transition Practices Survey (1996). Teachers reported they perceived that 16% of children had difficult entries into kindergarten. Up to 46% of teachers reported that half their class or more had specific problems in any of a number of areas in kindergarten transition. Rates of perceived problems were related to school minority composition; district poverty level; and, for certain behaviors, school metropolitan status. The effects of these demographic characteristics were independent and additive. Teachers’ ethnicity showed a significant relation to their rates of reported problems. Results are discussed in terms of risk factors that predict transition problems and the match between children’s competencies and teacher’s expectations. These findings confirm the view that entering kindergarten is indeed a period of transition for children.
Article
Given curiosity's fundamental role in motivation, learning, and well-being, we sought to refine the measurement of trait curiosity with an improved version of the Curiosity and Exploration Inventory (CEI; Kashdan, Rose, & Fincham, 2004). A preliminary pool of 36 items was administered to 311 undergraduate students, who also completed measures of emotion, emotion regulation, personality, and well-being. Factor analyses indicated a two factor model-motivation to seek out knowledge and new experiences (Stretching; 5 items) and a willingness to embrace the novel, uncertain, and unpredictable nature of everyday life (Embracing; 5 items). In two additional samples (ns = 150 and 119), we cross-validated this factor structure and provided initial evidence for construct validity. This includes positive correlations with personal growth, openness to experience, autonomy, purpose in life, self-acceptance, psychological flexibility, positive affect, and positive social relations, among others. Applying item response theory (IRT) to these samples (n = 578), we showed that the items have good discrimination and a desirable breadth of difficulty. The item information functions and test information function were centered near zero, indicating that the scale assesses the mid-range of the latent curiosity trait most reliably. The findings thus far provide good evidence for the psychometric properties of the 10-item CEI-II.
Article
In order to determine whether high-curiosity boys (HCB) differed from low-curiosity boys (LCB) in their self-concepts, 15 HCB and 14 LCB were selected on the basis of a definition of curiosity. They were chosen using teacher and peer judgments and controlling for intelligence. Several instruments purporting to measure aspects of the self-concept were administered. All indicated that HCB do have higher self-concepts than do LCB. The former tend to exhibit better interpersonal attitudes and to participate, according to their own reports, in activities which logically seem to be an indication of curiosity. Although LCB tend to be more variable than HCB on the instruments administered, the differences, in general, tend to be insignificant.
Article
The California Child Q-set (CCQ) was used to explore the structure of personality in early adolescence and to develop scales to measure the "Big Five" dimensions: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness to Experience. Mothers provided Q-sorts of 350 ethnically diverse boys between 12 and 13 years old. Analyses of the construct validity of the scales provided a nomological network relating the Big Five to theoretically and socially important criterion variables, such as juvenile delinquency, Externalizing and Internalizing disorders of childhood psychopathology, school performance, IQ, SES, and race. These effects were obtained using diverse methods, including self-reports from the boys, ratings by their mothers and their teachers, and objective-test data. In addition to the Big Five, analyses also suggested 2 possibly age-specific dimensions of personality in early adolescence. Discussion is focused on the changing manifestations of personality traits throughout development.
Article
Prekindergarten programs are expanding rapidly, but to date, evidence on their effects is quite limited. Using rich data from Early Childhood Longitudinal Study, we estimate the effects of prekindergarten on children's school readiness. We find that prekindergarten increases reading and mathematics skills at school entry, but also increases behavioral problems and reduces self-control. Furthermore, the effects of prekindergarten on skills largely dissipate by the spring of first grade, although the behavioral effects do not. Finally, effects differ depending on children's family background and subsequent schooling, with the largest and most lasting academic gains for disadvantaged children and those attending schools with low levels of academic instruction.
Early and Middle Childhood Objectives
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Kautz T., Heckman J. J., Diris R., Ter Weel B. & Borghans L. Fostering and measuring skills: improving cognitive and non-cognitive skills to promote lifetime success. No. w20749. National Bureau of Economic Research, Inc, 2014.
Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Kindergarten 2006 and 2007 Data File User's Manual (2010-010)
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Snow, K. et al. Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Kindergarten 2006 and 2007 Data File User's Manual (2010-010). Statistics NCfE. (U.S. Department of Education, Washington, D.C., 2009).
Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents. 4th edn
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Hagan JF, Shaw JS, Duncan PM (eds). Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents. 4th edn. Elk Grove Village, IL: American Academy of Pediatrics; 2017. https://www.brightfutures.org/tools
The relationship between approaches to learning and academic achievement among kindergarten students: an analysis using Early Childhood Longitudinal Study Kindergarten students (ECLS-K)
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Lee, E. The relationship between approaches to learning and academic achievement among kindergarten students: an analysis using Early Childhood Longitudinal Study Kindergarten students (ECLS-K). Int. J. Arts & Sci. 5, 305 (2012).