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Когнитивные предикторы академической успешности у дошкольников и младших школьников
The analysis of recent studies of cognitive predictors of academic success in preschool and primary school children is carried out. The main subject and methodological tendencies of the studies are revealed: the trend to study basic cognitive processes, multilevel interactions of them in the context of environmental factors, cross-domain studies, the widespread use of regression statistical models and structural equation modeling, which makes it possible to determine media and moderation effects, as well as the direction of connections between various cognitive factors and educational outcomes. The greatest predictors of academic success in preschool children (in particular, in mathematics and reading) are executive functions. They result in pedagogical consequences: teaching specific academic skills should be largely focused on the development of these particular functions. At the same time, it is much more difficult to rely in the forecast on the level of development of the preschoolers’ mental processes. It is argued that at primary school age, the possibility to predict further academic success based on assessing the level of intellectual development and other cognitive functions of children is quite high in general, however, compared to preschool age, the role of personal factors of learning increases. The cognitive functions of younger students to a greater extent “predict” mathematical learning achievement. Compared to preschoolers, forecasting based on the developmental level of executive functions in younger students decreases while the predictive power of thought processes rises up. It was found that the predictive power of cognitive functions changes at early age stages. This pattern can be explained by the heterochronous nature of mental development and taking into account this feature by modern educational systems. For teaching children at a specific age stage, the pedagogical technologies and teaching methods are selected that rely on the leading mental functions of a certain age. According to this, the assessment system for academic success changes naturally and ultimately affects the predictive power of the cognitive functions of various aged children.