Cumulative risk, teacher-child closeness, executive function and early academic skills in kindergarten children. (February 2020)

• Record Type: Journal Article
• Authors: Suntheimer, Noelle M.; Wolf, Sharon
• Is Part Of: Journal of school psychology. Volume 78(2020)
• Page Start: 23
• Page End: 37
• Publication Date: 2020-02
• Subjects: Cumulative risk -- Executive function -- Teacher-child relationships -- Early academic skills -- Kindergarten; School psychologists -- Periodicals; School psychology -- Periodicals; Psychology -- Periodicals; School Health Services -- Periodicals; Psychologues scolaires -- Périodiques; Child psychology -- Periodicals; Psychologie scolaire -- Périodiques; Onderwijspsychologie; School psychologists; School psychology; Periodicals; 155.405
• DOI: 10.1016/j.jsp.2019.11.005
• Languages: English
• ISSNs: 0022-4405

Abstract

Abstract: We tested the role of teacher-child closeness in moderating the associations between early childhood adversity, measured as a cumulative risk index, and child outcomes during the kindergarten year. Using the ECLSK:11, a national dataset of kindergarteners in the 2010–11 academic year, we examined three dimensions of executive function (cognitive flexibility, inhibitory control, working memory), as well as early reading and math scores, as key skills that facilitate the transition to school. Cumulative risk was negatively associated with all outcomes, and teacher-child closeness was positively associated with all outcomes. Teacher-child closeness moderated the relation between cumulative risk and working memory and cumulative risk and reading scores in a protective manner, but not cognitive flexibility, inhibitory control, or math scores. Implications for research in early childhood adversity and education are discussed.