Mathematics resilience in preschool and executive functions

Abstract

BackgroundChildren from disadvantaged socioeconomic (SES) backgrounds already show poorer academic skills than their more advantaged peers in preschool and are at higher risk of experiencing learning difficulties in formal school. However, not all children facing adversity experience negative academic outcomes. Some children show academic resilience, performing at the level of their more advantaged peers.AimsThis study investigated whether mathematics resilience is observed in preschool children, whether executive functions are associated with mathematics resilience, and whether earlier resilience status relates to later mathematics achievement (six years later).SampleThe sample included 1132 children (Mage = 57 months, SD = 3.9; 51 % female) attending preschool in Singapore.MethodsResilient children (at-risk with math development over two preschool years that breaks the average trend of their similar-risk peers) were identified using person-centered methods. Their trajectories were matched against those of children from more advantaged backgrounds using multigroup mixture growth model.ResultsOne resilient profile was identified (6 % of the at-risk sample), which was associated with later mathematics achievement. Intelligence, but not executive function, predicted resilience status. Maternal education emerged as a protective factor rather than a risk factor.ConclusionsFindings highlight the heterogeneity in the development of mathematics among at-risk children. Young children's mathematics resilience is built upon a combination of foundational cognitive aptitude that protects against initial failure, and environmental resources that sustain growth over time.Accepted versionOER 09/14 RBOER 01/21 KK