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      An Investigation of Head Start Preschool Children's Executive Function, Early Literacy, and Numeracy Learning in the Midst of the COVID-19 Pandemic

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          Abstract

          The COVID-19 pandemic's impact on preschool children's school readiness skills remains understudied. This research investigates Head Start preschool children's early numeracy, literacy, and executive function outcomes during a pandemic-affected school year. Study children ( N = 336 assessed at fall baseline; N = 237-250 assessed in spring depending on outcome; fall baseline sample: mean age = 51 months; 46% Hispanic; 36% Black Non-Hispanic; 52% female) in a network of Head Start centers in four states (Nevada, New Jersey, Pennsylvania, and Wisconsin) experienced low in-person preschool exposure compared to national pre-pandemic norms. Children experienced fall to spring score gains during the pandemic-affected year of 0.05 SD in executive function, 0.27 SD in print knowledge, and 0.45-0.71 SD in early numeracy skills. Descriptively, for two of the three early numeracy domains measured, spring test score outcomes were stronger among children who attended more in-person preschool. We discuss implications for future research and policy.

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          The Nature and Organization of Individual Differences in Executive Functions: Four General Conclusions.

          Akira Miyake, Naomi Friedman (2012)
          Executive functions (EFs)-a set of general-purpose control processes that regulate one's thoughts and behaviors-have become a popular research topic lately and have been studied in many subdisciplines of psychological science. This article summarizes the EF research that our group has conducted to understand the nature of individual differences in EFs and their cognitive and biological underpinnings. In the context of a new theoretical framework that we have been developing (the unity/diversity framework), we describe four general conclusions that have emerged from our research. Specifically, we argue that individual differences in EFs, as measured with simple laboratory tasks, (1) show both unity and diversity (different EFs are correlated yet separable); (2) reflect substantial genetic contributions; (3) are related to various clinically and societally important phenomena; and (4) show some developmental stability.
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            A gradient of childhood self-control predicts health, wealth, and public safety.

            T Moffitt, L Arseneault, D. Belsky … (2011)
            Policy-makers are considering large-scale programs aimed at self-control to improve citizens' health and wealth and reduce crime. Experimental and economic studies suggest such programs could reap benefits. Yet, is self-control important for the health, wealth, and public safety of the population? Following a cohort of 1,000 children from birth to the age of 32 y, we show that childhood self-control predicts physical health, substance dependence, personal finances, and criminal offending outcomes, following a gradient of self-control. Effects of children's self-control could be disentangled from their intelligence and social class as well as from mistakes they made as adolescents. In another cohort of 500 sibling-pairs, the sibling with lower self-control had poorer outcomes, despite shared family background. Interventions addressing self-control might reduce a panoply of societal costs, save taxpayers money, and promote prosperity.
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              School readiness and later achievement.

              Greg Duncan, Chantelle J Dowsett, Amy Claessens … (2007)
              Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds. (c) 2007 APA.
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                Author and article information

                Journal
                Journal ID (nlm-ta): Early Child Res Q
                Journal ID (iso-abbrev): Early Child Res Q
                Title: Early Childhood Research Quarterly
                Publisher: Elsevier Inc.
                ISSN (Print): 0885-2006
                ISSN (Electronic): 0885-2006
                Publication date PMC-release: 6 April 2023
                Publication date (Electronic): 6 April 2023
                Affiliations
                [1 ]Department of Educational Psychology, Neag School of Education, University of Connecticut
                [2 ]Annenberg Institute, Brown University
                Author notes
                [* ]Correspondence concerning this article should be addressed to Kathleen Lynch, Department of Educational Psychology, Neag School of Education, University of Connecticut, 249 Glenbrook Road, U-3064, Storrs, Connecticut
                Article
                Publisher Item ID: S0885-2006(23)00045-5
                DOI: 10.1016/j.ecresq.2023.04.002
                PMC ID: 10076510
                SO-VID: 6bbaa37e-43da-49d6-a9de-69b1e7244078
                Copyright © © 2023 Elsevier Inc. All rights reserved.
                License:

                Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.

                History
                Date received : 30 September 2022
                Date revision received : 16 March 2023
                Date accepted : 4 April 2023
                Categories
                Subject: Article

                Keywords: covid-19,head start,preschool,executive function,early literacy,numeracy
                Data availability:
                Keywords: covid-19, head start, preschool, executive function, early literacy, numeracy

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