Factors for Formation of Non-cognitive Skills in Early Childhood

Iwatate, K (Kyoko)
Tokyo Gakugei University, 4-1-1 Nukuikitamchi Koganeishi, 1848501, Tokyo

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

non-cognitive skills, cognitive skills, correlation, factors, early childhood

Summary

Heckman & Kautz (2012) and other researchers reviewed many empirical data that showed promoting non-cognitive skills rather than cognitive skills in early childhood leads to success in his life. And higher quality of early childhood education and care is a key factor for formation of those skills (Sylva, Melhuish, Sammons, Siraj, and Taggart, 2010). Also, family background, especially parental influences (Cunha & Heckman, 2010), is key factor affecting the development of those skills. But we have little data that support those findings in Japan. In addition, the co-relation between non-cognitive and cognitive skills in the early childhood is not so clear. The purpose of this study is to clarify (1) the co-relation between non-cognitive and cognitive skills in early childhood, (2) the factors to promote non-cognitive skills in early childhood. The result of this study showed the scores of some non-cognitive skills measured by teacher rating correlates with the scores of cognitive skills. Especially the score of  “spontaneity” as one of non-cognitive skills is significantly correlated with the scores of vocabulary and numerical inferences in five- year-old children. And we could not find any parental factors that affect non-cognitive skills.    

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