Early developmental trajectories of number knowledge and math achievement from 4 to 10  years: Low-persistent profile and early-life predictors

Publication date: June 2018 Source:Journal of School Psychology, Volume 68 Author(s): Gabrielle Garon-Carrier, Michel Boivin, Jean-Pascal Lemelin, Yulia Kovas, Sophie Parent, Jean Séguin, Frank Vitaro, Richard E. Tremblay, Ginette Dionne Little is known about the development of number knowledge (NK) and the antecedents of low-persistent NK profiles in early childhood. We documented the developmental trajectories of NK across the transition from preschool to elementary school, their predictive validity with respect to later math achievement, and the child and family early-life factors associated with low NK profiles. Children's NK was assessed four times at regular intervals between the ages 4 and 7 years in a large, representative population-based sample. Developmental trajectories of NK were established for 1597 children. These children were also assessed with respect to several features of their family environment at 5, 17, and 29 months, as well as their cognitive skills at age 41 months. Analyses revealed a best-fitting 4-trajectory model, characterized by Low-Increasing (10% of the children), Moderate-Increasing (39%), Moderate-Fast Increasing (32%) and High-Increasing (19%) groups. Children of these trajectory groups differed significantly with respect to math achievement at ages 8 and 10 years, with the Low-Increasing group persistently scoring lower than the other groups throughout these years. Children of Low-Increasing NK group were from househol...
Source: Journal of School Psychology - Category: Psychiatry & Psychology Source Type: research