Facts In Action

More and more, early childhood research suggests that good social and behavioral skills are as important in assuring later academic success as good cognitive skills. In particular, researchers find that positive work-related skills (behaviors like listening and following directions, participating appropriately in groups, staying on task, and organizing work materials) set the stage for later academic performance by providing the foundation for positive classroom behavior.

In a recent study of 540 kindergarteners in North Carolina, researchers were interested to see whether work-related skills at the beginning of kindergarten would predict performance on academic tests at the end of second grade. The study found that at the beginning of kindergarten, work-related skills contributed to children's reading, math, vocabulary, general information and alphabet skills more than specific child or family characteristics, such as the child's IQ, amount of preschool experience, parents' education level, or literacy activities in the home. In addition, work-related skills in kindergarten predicted academic achievement at the end of second grade, particularly in reading and math skills.

Positive social and emotional development are as essential as positive cognitive and language development in promoting transitions to school and later academic success. As such, the researchers suggest that intervention with children at risk for poor school performance should emphasize social skills, including work-related skills, as well as academic skills. Teachers and providers can promote positive work-related skills by helping children learn how to complete tasks, work independently, and remember and comply with teacher or provider instructions.

Source:
"Children at Risk for Early Academic Problems: The Role of Learning-Related Social Skills," M.M. McClelland, F.J. Morrison, and D.L. Holmes, Early Childhood Research Quarterly, Volume 15, Number 3, 2000.

Facts in Action, April 2001