The impact of pre-school on young children's cognitive attainments at entry to reception.

This digest found in

How did individual differences affect children's development?

A number of factors stemming from children's individual differences had an effect on their school entry assessment scores.

As might be expected from the importance of age in young children's development, children who were older when they were assessed at entry to Reception class did better on all outcomes.
Gender had an effect: girls did better in pre-reading and early number skills.
Children with a low weight at birth were less likely to score well in pre-reading and early number skills.
Children from larger families showed lower scores in pre-reading, language and early number skills.
Children whose first language was not English scored less well in early number concepts and language outcomes, but their pre-reading skills were not affected significantly.
Nearly all ethnic groups scored less well on language attainment than the White UK group.
Children whose parents reported no developmental problems showed higher pre-reading, language and early number scores than those whose parents reported a problem.

Your path: Home > Welcome to The Research Informed Practice Site (TRIPS) > Themes > Early years > The impact of pre-school on young children's cognitive attainments at entry to reception. > How did individual differences affect children's development?
Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What were the main factors that affected children’s early progress? How did the home learning environment affect children's development? How did family background affect children's development? How did individual differences affect children's development? How did the length of time that children spent attending pre-school affect their attainment? What conclusions did the researchers draw from their study? What were the aims of this study and how was it designed? What are the implications of the study for practitioners? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader The impact of pre-school on young children's cognitive attainments at entry to reception. This digest found in Early years Send to a friend Word doc 70KB Printer friendly Collate for later How did individual differences affect children's development? A number of factors stemming from children's individual differences had an effect on their school entry assessment scores. As might be expected from the importance of age in young children's development, children who were older when they were assessed at entry to Reception class did better on all outcomes. Gender had an effect: girls did better in pre-reading and early number skills. Children with a low weight at birth were less likely to score well in pre-reading and early number skills. Children from larger families showed lower scores in pre-reading, language and early number skills. Children whose first language was not English scored less well in early number concepts and language outcomes, but their pre-reading skills were not affected significantly. Nearly all ethnic groups scored less well on language attainment than the White UK group. Children whose parents reported no developmental problems showed higher pre-reading, language and early number scores than those whose parents reported a problem.