Associations of language-based bedtime routines with early cognitive skills and academic achievement: A follow-up from kindergarten to middle school.
academic achievement
cognitive-academic skills
family characteristics
follow-up study
language-based bedtime routines
Journal
The British journal of developmental psychology
ISSN: 2044-835X
Titre abrégé: Br J Dev Psychol
Pays: England
ID NLM: 8308022
Informations de publication
Date de publication:
11 2021
11 2021
Historique:
revised:
06
04
2021
received:
17
11
2020
pubmed:
6
5
2021
medline:
31
12
2021
entrez:
5
5
2021
Statut:
ppublish
Résumé
This study aimed to investigate the extent to which language-based bedtime routines (LBR) reported by parents before kindergarten were associated with early cognitive skills at kindergarten and subsequent academic achievement in typically developing children. We followed a community-based sample of 664 French-speaking adolescents from kindergarten (5-6 years) to the end of middle school (15 years). Kindergarten measures included a parental questionnaire aimed at assessing the presence or absence of any kind of LBR, such as storytelling, looking at children's books, reading a story, listening to songs, or singing nursery rhymes, as well as family contextual characteristics. Children also performed standardized assessments of oral language, pre-reading skills, and non-verbal reasoning. In middle school, children sat a national diploma typically used as an indicator of general academic achievement in Grade 9. After adjusting for family characteristics, the presence of language-based bedtime routines (57%) predicted cognitive-academic skills in kindergarten, and was positively associated with academic achievement at Grade 9, related to the beneficial effect on children's vocabulary in kindergarten. The presence of language-based bedtime routines may provide an indicator of positive parental behaviour including exposure to literacy activities, contributing to children's early cognitive development and subsequent academic achievement.
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
521-539Informations de copyright
© 2021 The British Psychological Society.
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