IDEAS home Printed from https://ideas.repec.org/a/nos/voprob/2018i1p8-37.html

Patterns of First-Graders' Development at the Start of Schooling: Cluster Approach Based on the Results of iPIPS Project

Author

Abstract

Elena Kardanova - Candidate of Sciences in Mathematics and Physics, Associate Professor, Head of Center for Monitoring the Quality in Education, Institute of Education, National Research University Higher School of Economics. E-mail: ekardanova@ hse.ru Alina Ivanova - Researcher in Center for Monitoring the Quality in Education, Institute of Education, National Research University Higher School of Economics. E-mail: aeivanova@hse.ru Pavel Sergomanov - Candidate of Sciences in Psychology, Associate Professor, Head of the Center for Leadership, Institute of Education, National Research University Higher School of Economics. E-mail: psergomanov@hse.ru Tatiana Kanonire - PhD, Associate Professor, Institute of Education, National Research University Higher School of Economics. E-mail: tkanonire@hse.ru Inna Antipkina - Researcher in Center for Monitoring the Quality in Education, Institute of Education, National Research University Higher School of Economics. E-mail: iantipkina@hse.ru Diana Kaiky - Research Assistant in Center for Monitoring the Quality in Education, Institute of Education, National Research University Higher School of Economics. E-mail: dkaiky@hse.ru Address: 20 Myasnitskaya Str., 101000 Moscow, Russian FederationThe first school year is very important in terms of the further educational trajectories of pupils. Information about the range of individual needs and abilities of children and prognosis of their educational achievements allow the educational system to improve school adaptation and teaching approaches. This study presents the results of an assessment of 7778 first-graders from four Russian cities (Moscow, Naberezhnye Chelny, Tambov and Sevastopol). The children's results from cognitive (mathematics and reading skills) and noncognitive (personal, social, and emotional skills) assessments were analyzed using the cluster k-mean analysis in order to describe typical patterns of their development. The analysis of both cognitive and noncognitive skills improves the interpretation of the four obtained typical portraits of first-graders. The results can help teachers in the selection and amendment of educational materials and other means regarding children's education as well as adaptation to school.

Suggested Citation

  • Elena Kardanova & Alina Ivanova & Pavel Sergomanov & Tatjana Kanonire & Inna Antipkina & Diana Kayky, 2018. "Patterns of First-Graders' Development at the Start of Schooling: Cluster Approach Based on the Results of iPIPS Project," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 1, pages 8-37.
    • Handle: RePEc:nos:voprob:2018:i:1:p:8-37
    as

    Download full text from publisher

    File URL: https://vo.hse.ru/data/2018/04/18/1150436294/Kardanova.pdf
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Kautz, Tim & Heckman, James J. & Diris, Ron & ter Weel, Bas & Borghans, Lex, 2014. "Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success," IZA Discussion Papers 8696, IZA Network @ LISER.
    2. Brun Irina & Ivanova Alina & Kardanova Elena & Orel Ekaterina, 2016. "Noncognitive Development of First Graders and Their Cognitive Performance," HSE Working papers WP BRP 57/PSY/2016, National Research University Higher School of Economics.
    3. Yulia V. Kuzmina & Alina E. Ivanova & Inna V.Antipkina, 2017. "Direct and Indirect Effects of Phonological Ability and Vocabulary Knowledge on Math Performance in Elementary School," HSE Working papers WP BRP 76/PSY/2017, National Research University Higher School of Economics.
    4. Louis Manfra & Christina Squires & Laura H. B. Dinehart & Charles Bleiker & Suzanne C. Hartman & Adam Winsler, 2017. "Preschool writing and premathematics predict Grade 3 achievement for low-income, ethnically diverse children," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(5), pages 528-537, September.
    5. Alina Ivanova & Marina Kuznetsova & Sergey Semenov & Tamara Fedorova, 2016. "School Readiness of First-Graders and Its Factors: Identifying Region-Specific Characteristics," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 84-105.
    6. Ekaterina A. Orel & Alena A. Kulikova, 2016. "Children with Behavioral Problems in the First Grade of Russian School: Similarities and Differences," HSE Working papers WP BRP 66/PSY/2016, National Research University Higher School of Economics.
    Full references (including those not matched with items on IDEAS)

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Ekaterina Lanina & Aleksandra Bochaver & Inna Antipkina, 2021. "Measuring Parental Control and Its Relationship to Cognitive Abilities of Early-Grade Students," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 152-171.
    2. Alina Ivanova & Elena Kardanova, 2020. "Checking the Possibility of an International Comparative Study of Reading Literacy Assessment for Children Starting School," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 8-36.
    3. Ланина Е. В. & Бочавер А. А. & Антипкина И. В., 2021. "Измерение Родительского Контроля И Его Связь С Когнитивными Результатами Учащихся Младших Классов," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 152-171.
    4. Иванова А. Е. & Карданова Е. Ю., 2020. "Изучение Возможности Проведения Межстранового Сравнительного Исследования Навыка Чтения У Учащихся На Входе В Школу," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 8-36.

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Карданова Е. Ю. & Иванова А. Е. & Сергоманов П. А. & Канонир Т. Н. & Антипкина И. В. & Кайкы Д. Н., 2018. "Обобщенные типы развития первоклассников на входе в школу. По материалам исследования iPIPS," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 1, pages 8-37.
    2. Elizabeth M. Caucutt & Lance Lochner & Youngmin Park, 2017. "Correlation, Consumption, Confusion, or Constraints: Why Do Poor Children Perform so Poorly?," Scandinavian Journal of Economics, Wiley Blackwell, vol. 119(1), pages 102-147, January.
    3. Johannes Abeler & Armin Falk & Fabian Kosse, 2025. "Malleability of Preferences for Honesty," The Economic Journal, Royal Economic Society, vol. 135(667), pages 982-998.
    4. Fabian Kosse & Thomas Deckers & Pia Pinger & Hannah Schildberg-Hörisch & Armin Falk, 2020. "The Formation of Prosociality: Causal Evidence on the Role of Social Environment," Journal of Political Economy, University of Chicago Press, vol. 128(2), pages 434-467.
    5. Lindsey Macmillan & Emma Tominey, 2023. "Parental inputs and socio-economic gaps in early child development," Journal of Population Economics, Springer;European Society for Population Economics, vol. 36(3), pages 1513-1543, July.
    6. Jia Wu & Junsen Zhang, 2017. "The Effect of Parental Absence on Child Development in Rural China," Asian Economic Policy Review, Japan Center for Economic Research, vol. 12(1), pages 117-134, January.
    7. Pastore, Chiara & Jones, Andrew M., 2023. "Human capital consequences of missing out on a grammar school education," Economic Modelling, Elsevier, vol. 126(C).
    8. Jun Wang & Qihui Chen & Gang Chen & Yingxiang Li & Guoshu Kong & Chen Zhu, 2020. "What is creating the height premium? New evidence from a Mendelian randomization analysis in China," PLOS ONE, Public Library of Science, vol. 15(4), pages 1-20, April.
    9. Kerstin Grosch & Simone Haeckl & Martin G. Kocher, 2022. "Closing the Gender STEM Gap - A Large-Scale Randomized-Controlled Trial in Elementary Schools," CESifo Working Paper Series 9907, CESifo.
    10. Pablo Lavado & Nelson Oviedo & Hernán Ruffo, 2016. "Destruction of Cognitive and Noncognitive Skills in Adulthood," Working Papers 16-07, Centro de Investigación, Universidad del Pacífico.
    11. Seul-Ki Kim & Young-Chul Kim, 2021. "Coed vs Single-Sex Schooling: An Empirical Study on Mental Health Outcomes," Working Papers 2103, Nam Duck-Woo Economic Research Institute, Sogang University (Former Research Institute for Market Economy).
    12. Breitkopf, Laura & Chowdhury, Shyamal K. & Priyam, Shambhavi & Schildberg-Hörisch, Hannah & Sutter, Matthias, 2020. "Do economic preferences of children predict behavior?," DICE Discussion Papers 342, Heinrich Heine University Düsseldorf, Düsseldorf Institute for Competition Economics (DICE).
    13. Engelhardt, Carina, 2017. "Unemployment and personality: Are conscientiousness and agreeableness related to employability?," Hannover Economic Papers (HEP) dp-621, Leibniz Universität Hannover, Wirtschaftswissenschaftliche Fakultät.
    14. Larbi Alaoui & Christian Fons-Rosen, 2016. "Know when to fold 'em: The grit factor," Economics Working Papers 1521, Department of Economics and Business, Universitat Pompeu Fabra, revised Apr 2021.
    15. Heleen Hofmeyr, 2020. "Perseverance, Passion, and Poverty: Examining the association between grit and reading achievement in high-poverty schools," Working Papers 06/2020, Stellenbosch University, Department of Economics.
    16. Lordan, Grace & Mcguire, Alistair, 2019. "Widening the high school curriculum to include soft skill training: impacts on health, behaviour, emotional wellbeing and occupational aspirations," LSE Research Online Documents on Economics 101234, London School of Economics and Political Science, LSE Library.
    17. Feron, Eva & Schils, Trudie & ter Weel, Bas, 2015. "Does the Teacher Beat the Test? The Additional Value of Teacher Assessment in Predicting Student Ability," IZA Discussion Papers 8768, Institute of Labor Economics (IZA).
    18. Nguyen, Linh & Do, Huu-Luat, 2024. "Children's cognitive development: does parental wage employment matter?," Children and Youth Services Review, Elsevier, vol. 161(C).
    19. Hvidman, Charlotte & Koch, Alexander K. & Nafziger, Julia & Nielsen, Søren Albeck & Rosholm, Michael, 2024. "An intensive, school-based learning camp targeting academic and non-cognitive skills evaluated in a randomized trial," Labour Economics, Elsevier, vol. 88(C).
    20. James J. Heckman & Chase O. Corbin, 2016. "Capabilities and Skills," Journal of Human Development and Capabilities, Taylor & Francis Journals, vol. 17(3), pages 342-359, July.

    More about this item

    Keywords

    ;
    ;
    ;
    ;
    ;
    ;
    ;

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:nos:voprob:2018:i:1:p:8-37. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Marta Morozova (email available below). General contact details of provider: http://vo.hse.ru/en/ .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.