The Patterns of the First-Graders’ Noncognitive Development at the Very Beginning of Their School Life
Keywords:
socio-emotional and personal development, cognitive progress, IPIPS
Abstract
Socio-emotional and personal development of a child is one of the key factors that determine the success of the educational process at its early stages. How successful the first steps of a child in his/her first year at school will be is certainly associated with the level of his/her personal, social and emotional development (Merrel, Bailey, 2008). The understanding of the characteristics of the socio-emotional development and identification of its typical patterns may allow teachers to build educational process more efficiently, and students will be more effective and productive. Socio-emotional development is a kind of basis for the education of the junior schoolchildren (Bradley et al., 2001). In the present paper we make an attempt to describe the main patterns of social emotional and personal development of a child in the beginning of the first year at school on the basis of the results of a large-scale study of the first-graders of the Russian schools. In the paper the instruments are presented, which were developed on the material of a large empirical project IPIPS (The International Performance Indicators in Primary Schools). The research was performed on a large sample (N=1218) in the Republic of Tatarstan. In the result the stable patterns of development were identified, characteristic for the Russian first-grader in the beginning of study at school. The acquired results may become the important instrument for individualization of education and self-assessment of a teacher and a school as a whole at the important stage of beginning of education.Downloads
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References
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2. Bradley, R. H., Burchinal, M. R., & Casey, P. H. (2001). Early intervention: The moderating role of the home environment. Applied Developmental Science, 5, 2-8.
3. Cuncha, F., & Heckman, J. J. (2008). Formulating, identifying and estimating the technology of cognitive and noncognitive skills formation. Journal of Human Resources, 43(4), 738-782.
4. De Fruyt, F., Bartels, M., Van Leeuwen, K. G., De Clercq, B., Decuyper, M., & Mervielde, I. (2006). Five types of personality continuity in childhood and adolescence. Journal of Personality and Social Psychology, 91(3), 538 -552.
5. Department for Education. (2014). Statutory framework for the early years foundation stage. Setting the standards for learning, development and care for children from birth to five. London: Department for Education. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/335504/EYFS_framework_from_1_September_2014__with_clarification_note.pdf
6. DiPerna, J. C., Elliott, S. N., Mroch, A. A., & Lang, S. C. (2004). Prevalence and patterns of academic enabling behaviors: An analysis of teachers’ and students’ ratings for a national sample of learners. School Psychology Review, 33, 297-304.
7. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
8. Elias, M. J., & Haynes, M. N. (2008). Social competence, social support, and academic achievement in minority, low-income, urban elementary school children. School Psychology Quarterly,23, 474-495.
9. Elkonin, D. B. (2005). K probleme periodizatsii psikhicheskogo razvitiya v detskom vozraste [On the issue of periodization of the psychic development in childhood]. In A. K. Bolotova & O. N. Molchanova (Eds.), Psikhologiya razvitiya [The developmental psychology] (pp. 33-48). Moscow: CheRo.
10. Eysenck, S. B. G., Makaremi, A., & Barrett, P. T. (1994). A cross-cultural study of personality: Iranian and English children. Personality and Individual Differences, 16(2), 203-210.
11. Hawker, D., & Kardanova, E. Yu. (2014). Startovaya diagnostika detei na vkhode v nachal’nuyu shkolu i otsenka ikh progressa v techenie pervogo goda obucheniya: mezhdunarodnoe issledovanie iPIPS [The start diagnostics of children at the beginning of junior school and assessment of their progress during the first year of education: international study iPIPS]. In Tendentsii razvitiya obrazovaniya. Chto takoe effektivnaya shkola i effektivnyi detskii sad?: Materialy XI Mezhdunarodnoi nauchno-prakticheskoi konferentsii, Moskva, 19-20 fevralya 2014 g.[Tendencies of development of education. What is an effective school and an effective kindergarden? Proceedings of the XI International research and practice conference, Moscow, 19-20 February 2014] (pp. 311-320). Moscow: Publishing House “Delo” RANEPA.
12. John, O. P., & Srivastava, S. (1999). The Big Five trait taxonomy: History, measurement and theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (pp. 102-138). New York: The Guilford Press.
13. Kohn, M., & Rosman, B. L. (1973). Cognitive functioning in five-year-old boys as related to socialemotional and background-demographic variables. Developmental Psychology, 8, 277-294.
14. Leontiev, A. N. (1948). Psikhicheskoe razvitie rebenka v doshkol’nom vozraste [The psychic development of a child in a preschool age]. In A. N. Leontiev & A. V. Zaporozhets (Eds.), Voprosy psikhologii rebenka doshkol’nogo vozrasta[Issues of the psychology of a child of a preschool age] (pp. 4-15). Moscow/Leningrad: Akademiya pedagogicheskikh nauk RSFSR.
15. McCrae, R. R., & Allik, J. (Eds.). (2002). The five-factor model of personality across cultures. New York: Springer.
16. Merrell, C., & Bailey, K. (2008). Predicting achievement in the early years: How influential is personal, social and emotional development? Paper presented at the International Association for Educational Assessment Conference, Cambridge, UK.
17. Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77(1), 103-117.
18. Norman, W. T. (1963). Toward an adequate taxonomy of personality attributes: Replicated factor 54 structure in peer nomination personality ratings. Journal of Abnormal and Social Psychology, 66, 574-583.
19. OECD. (2015). Skills for social progress: The power of social and emotional skills. Paris: OECD Publishing.
20. Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J., Majeski, S. A., Wood, L. M., … Hogan, M. J. (2004). Academic achievement in high school: does emotional intelligence matter? Personality and Individual Differences, 37, 84-112.
21. Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25(2), 167-177.
22. Soto, C., & John, O. (2009). Ten facet scales for the Big Five Inventory: Convergence with NEO PI-R facets, self-peer agreement, and discriminant validity. Journal of Research in Personality, 43(1), 84-90.
23. Stagner, R. (1932). The intercorrelation of some standardized personality tests. Journal of Applied Psychology, 16(5), 453-464.
24. Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion compentence as a predictor of their academic competence in first grade. Emotion, 7(1), 77-88.
25. Tymms, P. B., & Merrell, C. (2004). On-entry baseline assessment across cultures. In A. Anning, J.
26. Cullen, & M. Fleer (Eds.), Early childhood education: Society and culture. London: Sage Publishing.
27. Vygotsky, L. S. (2004). Psikhologiya razvitiya rebenka[The psychology of development of a child]. Moscow: Smysl.
28. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does research say?New York: Oxford University Press.
Published
2018-11-05
How to Cite
ОрелЕ. А., & ПономареваА. А. (2018). The Patterns of the First-Graders’ Noncognitive Development at the Very Beginning of Their School Life. Psychology. Journal of the Higher School of Economics, 15(1), 107-127. https://doi.org/10.17323/1813-8918-2018-1-107-127
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