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

Abstract

The 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.