Policymakers
have advocated academic skills building at kindergarten as a way of
improving student achievement. However, early childhood educators have
concerns with this policy as gains in achievement may come at the
expense of children’s social-emotional skills.
Using a nationally representative data set of kindergartners, this study finds that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not only with improved math and English/language arts achievement but also with improved social-emotional outcomes. Greater exposure to advanced content was associated with better interpersonal skills, better approaches to learning, better attentional focus, and lower externalizing behaviors. The results suggest that advanced academic content can be taught without compromising children’s social-emotional skills.
Using a nationally representative data set of kindergartners, this study finds that advanced academic content, defined as academic skills typically taught at a higher grade, was associated not only with improved math and English/language arts achievement but also with improved social-emotional outcomes. Greater exposure to advanced content was associated with better interpersonal skills, better approaches to learning, better attentional focus, and lower externalizing behaviors. The results suggest that advanced academic content can be taught without compromising children’s social-emotional skills.
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