Instructional Practices in Early Grades: Associations with Children’s Academic, Executive Function, and Socio-behavioral Development

• In Event: Getting on the Same Page: Systems Alignment to Support Early Transitions and Early Learning

Abstract

Alignment of instructional practices between kindergarten (K) and 1st grade (G1) have been theorized as critical, but little work has considered the ways in which (mis)alignment of educational experiences relate to children’s development. Beyond (mis)alignment, evidence on within-grade associations between instructional practices and children’s development is mixed. We address these gaps by examining the extent to which: (1) instructional practices in K and G1 associate with children’s academic, executive function (EF), and socio-behavioral development; and (2) differences in instructional practices between K and G1 associate with changes in children’s outcomes at the end of G1.

Data were drawn from a large school district with three overlapping samples that included children with classroom observations in: K (671 children, 44 classrooms), G1 (619 children, 60 classrooms), and across both grades (590 children). Instructional practices in K and G1 were observed twice and captured time spent on different content areas, groupings, and methods of instruction. We computed raw and absolute difference scores between grades to capture the direction and the degree of changes in instructional practices. Children’s outcomes were assessed in the fall and spring of K and spring of G1. The Woodcock-Johnson and Head-to-Toes Task were used to assess children’s academic and EF skills (Ponitz et al., 2008; Woodcock et al., 2001). Teachers reported on children’s social behavior using the Teacher-Child Rating Scale (Hightower et al., 1986). Multilevel regression models were estimated accounting for nesting of children in classrooms and adjusting for a set of covariates listed in Table 1. Fifty datasets were imputed to address missing data.

Several notable changes occurred between K and G1 (see Table 2). First, children experienced a decrease in time spent on group activities, which was replaced with more time in individual activities. Second, the time spent on academic activities increased. Lastly, children experienced a decrease in time in direct instruction and an increase in time on discussion, text reading, writing, and worksheets.

For RQ1, time on writing and worksheets were negatively associated with EF (ES = -.11 and -.14) and time on individual activities was positively associated with assertiveness (ES = .09) in K. In G1, time on discussion was positively associated with literacy skills (ES = .14) and all socio-behavioral outcomes (ES = .19 - .24). Negative associations in G1 emerged between: Time on individual activities and language skills, worksheets and math skills, and text reading and task orientation (ES = -.08, -.12, and -.20). For RQ2, an increase in time on discussion was positively associated with behavioral control (ES = .14). Moreover, positive associations emerged between absolute change in time on direct instruction and math and whole class activities and language (ES = .08 and .09).

Overall, findings suggest that instructional practices in K and G1 differ in many ways. Observed grouping practices and pedagogical methods during each grade, but fewer alignment indicators, mattered for children’s development. Taken together, our findings call for more studies that consider the alignment of instructional practices in the early grades.

Authors

• Qingqing Yang, Ohio State University
  Presenting Author

• Kelly M Purtell, Ohio State University

• Arya Ansari, Ohio State University

• Kathryn Zimmermann, Ohio State University

• Laura M. Justice, Ohio State University

• Tzu-Jung Lin, Ohio State University