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dc.contributor.authorOzolins, Clare-
dc.contributor.authorBuckley, Sarah-
dc.contributor.authorReid, Kate-
dc.contributor.authorKhoo, Siek Toon-
dc.description.abstractThe focus on successful transitions from preschool contexts to the school environment has received substantial attention with recognition of the importance of early childhood environments in preparing children to achieve well at school. Children's' early number and language competencies are claimed to be highly predictive of school achievement, yet there are few studies which model these relationships longitudinally. There has also been a long standing recognition in developmental research that single indices of developmental outcomes offer poor explanatory power in comparison to interactions between combinations of predictors. Nonetheless, the tendency to focus on isolated processes and individual predictors is well-established in developmental research, although they tend to have only marginal predictive power for childhood outcomes. The availability of complex modelling techniques provides an opportunity to move beyond single indicators to consider the role of growth trajectories as predictors of developmental outcomes. Longitudinal data are rare in developmental research and the Longitudinal Study of Australian Children provides a unique opportunity to study the relationships between preschool competence measures (and the growth in these measures) in multiple domains (e.g., cognitive, social) and school achievement. In this context, the current study aims to explore the growth in children's academic competencies across the transition from preschool to school. In addition, we aim to model the degree to which developmental transitions differ for subgroups of children (e.g., according to socio-economic factors).en
dc.subjectActivities -- Children's activitiesen
dc.subjectChildren -- Early childhooden
dc.subjectEducation and Training -- School readinessen
dc.titleModelling the relationship between preschool competencies and school achievement in the Longitudinal Study of Australian Childrenen
dc.typeConference Presentationsen
dc.description.keywordsearly childhooden
dc.description.keywordsschool achievementen
dc.description.keywordsschool readinessen
dc.description.keywordsstructural equation modellingen
dc.description.conferencelocationMelbourne, Australiaen
dc.description.conferencenameLSAC and LSIC Research Conferenceen
dc.description.additionalinfoThis presentation used unit record data from Growing Up in Australia, the Longitudinal Study of Australian Children. The study was conducted in partnership between the Department of Social Services (DSS), the Australian Institute of Family Studies (AIFS) and the Australian Bureau of Statistics (ABS). The findings and views reported in this presentation are those of the author and should not be attributed to DSS, AIFS or the ABS.en
dc.identifier.emailKate Reiden
dc.identifier.emailSiek Toon Khooen
dc.identifier.emailSarah Buckleyen
dc.identifier.emailClare Ozolinsen
dc.subject.dssChildhood and child developmenten
dc.subject.dssLearning, education and trainingen
dc.subject.dssmaincategoryEducation and Trainingen
dc.subject.dsssubcategorySchool readinessen
dc.subject.dsssubcategoryEarly childhooden
dc.subject.dsssubcategoryChildren's activitiesen
dc.subject.flosseChildhood and child developmenten
dc.subject.flosseLearning, education and trainingen
item.fulltextNo Fulltext-
item.openairetypeConference Presentations-
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