Family support and gains in school readiness: a longitudinal study

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Family support and gains in school readiness : a longitudinal study. / Hughes, Claire; White, Naomi; Foley, Sarah; Devine, R.T.

In: British Journal of Educational Psychology, Vol. 88, No. 2, 06.2018, p. 284-299.

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Hughes, Claire ; White, Naomi ; Foley, Sarah ; Devine, R.T. / Family support and gains in school readiness : a longitudinal study. In: British Journal of Educational Psychology. 2018 ; Vol. 88, No. 2. pp. 284-299.

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@article{8e53b8f9e1e345168f285f256f66bc57,
title = "Family support and gains in school readiness: a longitudinal study",
abstract = "BackgroundTraditional measures of school readiness are labour-intensive and do not assess family support.AimsThe current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers{\textquoteright} ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness.SampleFive hundred and seventy-eight children (270 boys; 74.2% White British) were included at Time 1 aged 2.58–5.84 years (Mage = 3.98 years, SD = 0.66).MethodTeachers and nursery workers completed BESSI questionnaires for each participant on two occasions separated by 6 months.ResultsThe four latent factors of the BESSI (i.e., Behavioural Adjustment, Language and Cognition, Daily Living Skills and Family Support) exhibited longitudinal measurement invariance and individual differences in ratings on each factor showed strong stability over time. BESSI ratings were also sensitive to improvements over time. Auto-regressive models showed that family support and family income (as measured by eligibility for pupil premium support) at Time 1 each uniquely predicted child outcomes at Time 2.ConclusionsThese findings highlight the importance of family contexts for children's school readiness.",
author = "Claire Hughes and Naomi White and Sarah Foley and R.T. Devine",
year = "2018",
month = jun,
doi = "10.1111/bjep.12188",
language = "English",
volume = "88",
pages = "284--299",
journal = "British Journal of Educational Psychology",
issn = "0007-0998",
publisher = "Wiley",
number = "2",

}

RIS

TY - JOUR

T1 - Family support and gains in school readiness

T2 - a longitudinal study

AU - Hughes, Claire

AU - White, Naomi

AU - Foley, Sarah

AU - Devine, R.T.

PY - 2018/6

Y1 - 2018/6

N2 - BackgroundTraditional measures of school readiness are labour-intensive and do not assess family support.AimsThe current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers’ ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness.SampleFive hundred and seventy-eight children (270 boys; 74.2% White British) were included at Time 1 aged 2.58–5.84 years (Mage = 3.98 years, SD = 0.66).MethodTeachers and nursery workers completed BESSI questionnaires for each participant on two occasions separated by 6 months.ResultsThe four latent factors of the BESSI (i.e., Behavioural Adjustment, Language and Cognition, Daily Living Skills and Family Support) exhibited longitudinal measurement invariance and individual differences in ratings on each factor showed strong stability over time. BESSI ratings were also sensitive to improvements over time. Auto-regressive models showed that family support and family income (as measured by eligibility for pupil premium support) at Time 1 each uniquely predicted child outcomes at Time 2.ConclusionsThese findings highlight the importance of family contexts for children's school readiness.

AB - BackgroundTraditional measures of school readiness are labour-intensive and do not assess family support.AimsThe current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers’ ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness.SampleFive hundred and seventy-eight children (270 boys; 74.2% White British) were included at Time 1 aged 2.58–5.84 years (Mage = 3.98 years, SD = 0.66).MethodTeachers and nursery workers completed BESSI questionnaires for each participant on two occasions separated by 6 months.ResultsThe four latent factors of the BESSI (i.e., Behavioural Adjustment, Language and Cognition, Daily Living Skills and Family Support) exhibited longitudinal measurement invariance and individual differences in ratings on each factor showed strong stability over time. BESSI ratings were also sensitive to improvements over time. Auto-regressive models showed that family support and family income (as measured by eligibility for pupil premium support) at Time 1 each uniquely predicted child outcomes at Time 2.ConclusionsThese findings highlight the importance of family contexts for children's school readiness.

U2 - 10.1111/bjep.12188

DO - 10.1111/bjep.12188

M3 - Article

VL - 88

SP - 284

EP - 299

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

SN - 0007-0998

IS - 2

ER -