Ready for School? A Systematic Review of School Readiness and Later Achievement

Marília Mariano; Amilton Santos-Junior; Jacqueline L. Lima; Jacy Perisinotto; Clara Brandão; Pamela J. Surkan; Silvia S. Martins

Authors

Marília Mariano
Amilton Santos-Junior
Jacqueline L. Lima
Jacy Perisinotto
Clara Brandão
Pamela J. Surkan
Silvia S. Martins

Keywords:

child, achievement, school, readiness, systematic review

Abstract

The association between specific school readiness skills and long-term school-related outcomes are still unclear and under debate. It is the first study to systematically review the literature on factors associated with school readiness evaluation about school-age achievement. This review included longitudinal studies with a minimum follow-up of five years; these studies performed the assessments during early childhood. The authors registered the study in the PROSPERO database (CRD42018089694). Five databases were searched (PubMed, Scielo, Scopus, ERIC, and Psyc Articles). Independent reviewers screened a total of 4,278 articles that were retrieved, and 13 were eligible for inclusion. Results showed that early language and math abilities at preschool age, middle to higher socioeconomic status, and socialemotional skills were the most significant variables in the promotion of positive school-age development. Preschool education and socioe motional or behavioral skills may compensate for academic difficulties in later school achievement.

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How to Cite

Ready for School? A Systematic Review of School Readiness and Later Achievement. (2019). Global Journal of Human-Social Science, 19(G10), 57-71. https://socialscienceresearch.org/index.php/GJHSS/article/view/3049

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