1-123 - Using the O-P Framework to explain Kindergarten Math and Reading Achievements: An International Comparison

Session Type: Paper Symposium

Integrative Statement

Although all children need to acquire important foundational skills during early childhood to be successful in school and beyond, not all do. This discrepancy poses significant challenges for policymakers around the world who are trying to develop and implement programs to help all children succeed. International early education and child development researchers can play a special role in guiding local policymakers and practitioners by providing them with an empirically supported theoretical framework on early achievement that offers insight into causes of success and discrepancies. This symposium builds on and extends the previous theory-building efforts of researchers who have conducted studies to test and refine a model known as the Opportunity-Propensity (O-P) model of achievement. This comprehensive, multivariate model synthesizes and frames the interactions between children’s background, learning opportunities, self-regulation, prior achievement, and mathematics and reading achievements. Using the O-P model as the guiding framework, our three papers examine how well it explains variations in achievement for American children, Canadian children, and Chinese children using nationally and regionally representative data from the U.S., Canada, and Taiwan. The discussant from South Africa will attempt to synthesize the papers and apply her own cultural perspective. Results from these cross-national studies highlight how the O-P model can be used to generate and test hypotheses on early childhood education within and across these contexts and lay the foundation for more effective, cultural-specific interventions. The presentations collectively are very much aligned with Goals 1 and 3 of SRCD's Strategic plan (theoretical integrative focus and international collaboration).

Sub Unit

• School Readiness/Childcare

Chair

• Aubrey Wang, Saint Joseph's University

Discussant

• Elizabeth Henning, University of Johannesburg

Individual Presentations

• Revising the O-P Framework Further to Explain Kindergarten Math and Reading Achievements for American Children - Presenting Author: Aubrey Wang, Saint Joseph's University; James P Byrnes, Temple University

• Extending the O-P Framework to Explain Kindergarten Math and Reading Achievements for Canadian Children - Presenting Author: Caroline Fitzpatrick, Université Sainte-Anne; Andrew Ribner, New York University; Rachel McKinnon, New York University; Elizabeth Harvey, Sainte-Anne University

• Applying the O-P Framework to Explain Language and Numeracy Development for Chinese Children in Taiwan - Presenting Author: Chien-ju Chang, National Taiwan Normal University; Li-tuan Chou, National Taiwan Normal University; Huei-mei Liu, National Taiwan Normal University; Shinmin Wang, National Taiwan Normal University; Shou-chi Huang, National Taiwan Normal University