The role of Peers’ EF and Classroom Quality in Preschoolers’ EF and Academic Skills

• In Event: Executive Function in the Preschool Classroom: Understanding the Peers’ Influence and Group-based EF Assessments

Abstract

Executive function (EF) is an important predictor of school readiness (McClelland et al., 2013). Children practice their EF with peers and adults in preschool settings (Weiland et al., 2013). Although classroom quality has been examined as predictors of school readiness skills, less is known about the potential role of peers’ EFs for the development of children’s EF and academic skills during preschool (Choi et al., 2018; Montroy et al., 2016; Skibbe et al., 2012). Further, no studies have examined whether classroom quality interacts with classroom composition of EF (i.e., peers’ EF) to predict growth in individual children’s EF and academic skills. In this study, we examined 1) whether mean levels and variability in peers’ EFs are related to growth in individual children’s EF and academic skills (i.e., mathematics, literacy, and language) across the prekindergarten year, and 2) whether classroom practices moderate these associations.
Participants for this study included three cohorts of children (N = 556, 52.5% male, Mage = 57.5), their parents, and teachers from a larger evaluation of a state-funded prekindergarten program. The study only included children from classrooms that had three or more participating children, and on average, there were 7 children from each classroom. 32% of children were White, 44% were African-American, 13% were Hispanic, and 11% were multi-racial. Average monthly income of parents was $1532 (SD = $892). EF was assessed using the Head-Toes-Knees-Shoulders (HTKS) task (McClelland et al., 2014). Mathematics and literacy were assessed using the Woodcock-Johnson Tests of Achievement-IV, Applied Problems and Letter-Word Identification subtests (Schrank et al., 2014). The Peabody Picture Vocabulary Test-IV (Dunn & Dunn, 2007) was used to assess receptive vocabulary. Classroom quality was measures using the Classroom Assessment Scoring System (CLASS) PreK (Pianta et al., 2008).
Multilevel modeling in Stata 15 was used to assess the research aims. Intra-class correlations (ICCs) for EF were .13 for both the fall and spring of prekindergarten, indicating that some variance in children’s individual EF scores was at the classroom level (e.g., between classroom differences). Children’s fall EF and academic scores as well as child-level (e.g., age, gender, income, cohort status) and classroom-level factors (classroom age, classroom income, quality of classroom) were included as covariates. To address the first research aim, a mixed model was used to test whether peers’ EF was associated with children’s growth in EF and academic skills across the prekindergarten year. Results indicated that peers’ EF in the fall was a significant predictor of children’s EF (β=.34, p<.001), mathematics (β=.17, p=.040) and literacy (β=.32, p=.022) in the spring, but was not related to vocabulary (β=.10, p=.154). Results from moderation analyses indicated no significant interaction effects between classroom quality and peers’ EF in predicting children’s EF and academic skills.
These findings highlight the importance of peer effects on children’s development in early childhood. Specifically, findings point that peers’ EF is important for children’s development of EF, mathematics, and literacy skills in prekindergarten. Results may inform targeted interventions at the classroom-level that aim to boost children’s EF and academic skills.

Authors

• Irem Korucu, Yale University
  Presenting Author

• Tanya Maria Paes, St. Jude Children's Research Hospital - Memphis
  Non-Presenting Author

• Robert Duncan, Purdue University, West Lafayette
  Non-Presenting Author

• David James Purpura, Purdue University, West Lafayette
  Non-Presenting Author

• Sara Anne Schmitt, University of Oregon
  Non-Presenting Author