Abstract
Approaches to learning are a set of domain-general skills that encompass curiosity, persistence, planning, and engagement in group learning. These skills play a key role in preschoolers' learning and predict school readiness in math and language. Preschool science is a critical domain for early education and facilitates learning across domains. However, no studies to date have examined how approaches to learning affect science outcomes in preschoolers. This study addressed this gap in the literature by testing predictive associations between approaches to learning and gains in science, as well as, math, vocabulary, and listening comprehension, across the school year, in a sample of preschoolers from low-income families. Results indicated that approaches to learning significantly predicted gains in science, and trended towards predicting gains in math, but not vocabulary or listening comprehension. These findings highlighted the potential of approaches to learning to facilitate early science learning for children from low income families.
•Preschoolers from low-income families lag behind their higher income peers in domain-general skills.•We used structural equation modeling to determine how approaches to learning predicted spring school readiness outcomes.•Approaches to learning predicted spring science ability, trended towards predicting math, but did not predict language.•Science is an ideal context for fostering domain-general skills like approaches to learning for preschoolers.•Increasing science education in preschool will foster school readiness in diverse populations narrowing the achievement gap.
