Indicator: Developmental progress: approaches to learning

Definition

Children develop and demonstrate progress toward emotional and behavioral self-regulation, cognitive self-regulation (executive functioning), initiative and curiosity, and creativity.

Recommended Metric(s)

Percentage of students meeting benchmarks on a teacher- or parent-observed developmental assessment

Example Instruments

Not finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools.

Or, percentage of students meeting benchmarks on teacher reports of children's executive function

Example Instruments

Not finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools.

Or, percentage of students meeting benchmarks on a direct child assessment

Example Instruments

Not finding an instrument that suits your needs? Visit EdInstruments.org for more measurement tools.

Type(s) of Data Needed

Assessments

Why it matters

Children with positive approaches to learning have higher school readiness and achievement outcomes than those with less developed approaches to learning.1, 2, 3 Studies have also consistently found positive associations between measures of children’s ability to control and sustain attention, and academic gains in the preschool and early elementary school years.4, 5, 6 However, studies have documented disparities related to income, race, and ethnicity in children’s approaches to learning in preschool.7, 8 At kindergarten entry, children in the bottom fifth of the income distribution score 0.40 standard deviations lower on approaches to learning relative to the top fifth of the income distribution, and Black children are rated 0.20 standard deviations lower compared with White children.9 As noted in the E-W system conditions section of this report, there is inequitable access to quality pre-K education that promotes positive outcomes for all children.

Note: This indicator has been updated from ‘kindergarten readiness’ to ‘developmental progress’ to reflect a child’s growth across developmental milestones rather than being ready at a single point in time. This term also aligns with the System Transformation for Equitable Preschools (STEP Forward with Data) Framework (Child Trends, November 2023). Alternate terms for developmental progress may include kindergarten readiness, school readiness, and/or early child development and progress.  

What to know about measurement

Individual instruments for this indicator do not comprehensively capture children’s approaches to learning. It is recommended that this indicator be measured with multiple assessments to capture different components of children’s approaches to learning. For example, children’s initiative, curiosity, and creativity typically are measured through teacher reports, whereas executive functioning is typically measured using direct child assessments, teacher reports, or sometimes both.10 Collecting data through these multiple approaches may prove to be a significant effort. Measuring children’s approaches to learning is also commonly done through standardized assessments that have been adopted by 13 states as of 2017.11 For example, California and Illinois use the DRDP as their kindergarten entry or developmental assessment, which has a subscale focused on children’s approaches to learning and self-regulation skills.

In the System Transformation for Equitable Preschools Framework, Child Trends emphasizes the importance of using multiple forms of evidence to assess a child’s developmental progress. This could include observational or direct child assessments, as well as information from parents, pediatricians, counselors, therapists, or other organizations serving the child. Using multiple forms of evidence can help ensure that preschool systems do not over-rely on a single source that might not be culturally or developmentally appropriate for the child, as well as provide information that is meaningful for families.12

Source frameworks

Developmental progress or a related term, such as kindergarten readiness, appeared in 10 source frameworks reviewed for this report. Our proposed definition and measures align with the five domains of school readiness summarized in the Getting Ready framework, prepared by Rhode Island KIDS COUNT; they also are included in the Head Start Early Learning Outcomes Framework.

References

    • 10

      D’Amato, R. C., Fetcher-Janzen, E., & Reynolds, C. R. (Eds.). (2005). Handbook of school neuropsychology. John Wiley. https://psycnet.apa.org/record/2005-08811-000

    • 11

      Weisenfeld, G. G. (2017). Assessment tools used in kindergarten entry assessments (KEAs) state scan. Center on Enhancing Early Learning Outcomes. https://eric.ed.gov/?id=ED582674 

    • 12

      Bui Lin, V.-K., Esposito Hackett, S., Richards, D. E., King, C., & Bredeson, M. (2024). About the System Transformation for Equitable Preschools (STEP Forward with Data) framework. Child Trends. https://www.childtrends.org/publications/about-system-transformation-equitable-preschools-framework 

    • 1

      McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307–329. https://doi.org/10.1016/S0885-2006(00)00069-7 

    • 2

      Fantuzzo, J., Perry, M. A., & McDermott, P. (2004). Preschool approaches to learning and their relationship to other relevant classroom competencies for low-income children. School Psychology Quarterly, 19(3), 212–230. https://doi.org/10.1521/scpq.19.3.212.40276

    • 3

      McWayne, C. M., Fantuzzo, J. W., & McDermott, P. A. (2004). Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success. Developmental Psychology, 40(4), 633–645. https://doi.org/10.1037/0012-1649.40.4.633

    • 4

      Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. https://doi.org/10.1111/j.1467-8624.2007.01019.x 

    • 5

      Brock, L. L., Rimm-Kaufman, S. E., Nathanson, L., & Grimm, K. J. (2009). The contributions of ‘hot’ and ‘cool’ executive function to children’s academic achievement, learning-related behaviors, and engagement in kindergarten. Early Childhood Research Quarterly, 24(3), 337–349. https://doi.org/10.1016/j.ecresq.2009.06.001 

    • 6

      See McClelland et al. (2000).

    • 7

      Hughes, C., & Ensor, R. (2011). Individual differences in growth in executive function across the transition to school predict externalizing and internalizing behaviors and self-perceived academic success at 6 years of age. Journal of Experimental Child Psychology, 108(3), 663–676. https://doi.org/10.1016/j.jecp.2010.06.005 

    • 8

      García, E., & Weiss, E. (2017). Education inequalities at the school starting gate: Gaps, trends, and strategies to address them. Economic Policy Institute. https://eric.ed.gov/?id=ED588751 

    • 9

      Garcia, E. (2015). Inequalities at the starting gate: Cognitive and noncognitive skills gaps between 2010-2011 kindergarten classmates. Economic Policy Institute. https://eric.ed.gov/?id=ED560407