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Tables and figures

Main tables
Supplementary tables
Figures

Main tables

Table 1 Percent, standard error (SE) and number of children in the population by child and family characteristics

Table 2 Are differences in readiness to learn measures between children at different household income levels partly accounted for by differences in home environment variables between these groups?

Table 3 Differences in readiness to learn measures between girls and boys at age 3 and age 5, and change in the differences

Table 4 Differences in readiness to learn measures between children from lower income households and children from more affluent households at age 3 and age 5, and change in the differences

Supplementary tables (Appendix D)

Table D-1 Correlations between demographic variables for the study population

Table D-2 Correlations between readiness to learn outcome measures

Table D-3 Correlations between family environment and child activity variables

Table D-4 Language and communication skill – Means and standard errors (SE) for receptive vocabulary score by child and family characteristics at age 5

Table D-5 Language and communication skill – Means and standard errors (SE) for communication skill score by child and family characteristics at age 5

Table D-6 Academic skill and cognitive ability – Means and standard errors (SE) for number knowledge score by child and family characteristics at age 5

Table D-7 Academic skill and cognitive ability – Means and standard errors (SE) for copying and symbol use score by child and family characteristics at age 5

Table D-8 Self-regulation of learning – Means and standard errors (SE) for attention score by child and family characteristics at age 5

Table D-9 Self-regulation of learning – Means and standard errors (SE) for work effort score by child and family characteristics at age 5

Table D-10 Self-regulation of learning – Percent and standard errors (SE) of children reported to often display curiosity by child and family characteristics at age 5

Table D-11 Self-control of behaviour – Means and standard errors (SE) for self-control of behaviour score by child and family characteristics at age 5

Table D-12 Social competence – Percent and standard errors (SE) of children reported to often play cooperatively by child and family characteristics at age 5

Table D-13 Social competence – Percent and standard errors (SE) of children reported to often show independence in dressing by child and family characteristics at age 5

Table D-14 Social competence – Percent and standard errors (SE) of children reported to often show independence in cleanliness by child and family characteristics at age 5

Table D-15 Language and communication skill – Means and standard errors (SE) for receptive vocabulary score by home environment variables at age 5

Table D-16 Language and communication skill – Means and standard errors (SE) for communication skill score by home environment variables at age 5

Table D-17 Academic skill and cognitive ability – Means and standard errors (SE) for number knowledge score by home environment variables at age 5

Table D-18 Academic skill and cognitive ability – Means and standard errors (SE) for copying and symbol use score by home environment variables at age 5

Table D-19 Self-regulation of learning – Means and standard errors (SE) for attention score by home environment variables at age 5

Table D-20 Self-regulation of learning – Means and standard errors (SE) for work effort score by home environment variables at age 5

Table D-21 Self-regulation of learning – Percent and standard errors (SE) of children reported to often display curiosity by home environment variables at age 5

Table D-22 Self-control of behaviour – Means and standard errors (SE) for self-control of behaviour score by home environment variables at age 5

Table D-23 Social competence – Percent and standard errors (SE) of children reported to often play cooperatively by home environment variables at age 5

Table D-24 Social competence – Percent and standard errors (SE) of children reported to often show independence in dressing by home environment variables at age 5

Table D-25 Social competence – Percent and standard errors (SE) of children reported to often show independence in cleanliness by home environment variables at age 5

Table D-26 Home environment – Percent and standard errors (SE) of children reported to have high levels of positive interaction with the parent by child and family characteristics at age 5

Table D-27 Home environment – Percent and standard errors (SE) of children who were read to daily by child and family characteristics at age 5

Table D-28 Home environment – Percent and standard errors (SE) of children who were encouraged to use numbers daily by child and family characteristics at age 5

Table D-29 Home environment – Percent and standard errors (SE) of children who participated in organized sports at least weekly by child and family characteristics at age 5

Table D-30 Home environment – Percent and standard errors (SE) of children who participated in unorganized sports at least weekly by child and family characteristics at age 5

Table D-31 Home environment – Percent and standard errors (SE) of children who participated in lessons in physical activities at least weekly by child and family characteristics at age 5

Table D-32 Home environment – Percent and standard errors (SE) of children who participated in lessons in the arts at least weekly by child and family characteristics at age 5

Table D-33 Receptive vocabulary score at age 5 predicted by frequency of reading to the child and household income level – Regression coefficients (B) and standard errors (SE) of coefficients

Table D-34 Receptive vocabulary score at age 5 predicted by participation in organized sports and household income level – Regression coefficients (B) and standard errors (SE) of coefficients

Table D-35 Receptive vocabulary score at age 5 predicted by participation in lessons in physical activities and household income level – Regression coefficients (B) and standard errors (SE) of coefficients

Table D-36 Communication skill score at age 5 predicted by positive interaction with parent and household income level – Regression coefficients (B) and standard errors (SE) of coefficients

Table D-37 Communication skill score at age 5 predicted by participation in organized sports and household income level – Regression coefficients (B) and standard errors (SE) of coefficients

Table D-38 Communication skill score at age 5 predicted by participation in lessons in physical activities and household income level – Regression coefficients (B) and standard errors (SE) of coefficients

Table D-39 Copying and symbol use score at age 5 predicted by participation in organized sports and household income level – Regression coefficients (B) and standard errors (SE) of coefficients

Table D-40 Copying and symbol use score at age 5 predicted by participation in lessons in physical activities and household income level – Regression coefficients (B) and standard errors (SE) of coefficients

Table D-41 Copying and symbol use score at age 5 predicted by participation in lessons in the arts and household income level – Regression coefficients (B) and standard errors (SE) of coefficients

Table D-42 Number knowledge score at age 5 predicted by frequency of reading to the child and household income level – Regression coefficients (B) and standard errors (SE) of coefficients

Table D-43 Means and standard errors (SE) for number knowledge score at age 5 by participation in organized sports and household income level

Table D-44 Means and standard errors (SE) for number knowledge score at age 5 by participation in lessons in physical activities and household income level

Table D-45 Percent and standard errors (SE) of children participating in one or more early childhood education activities at age 3 by sex of child and household income level

Table D-46 Means and standard errors (SE) for receptive vocabulary score at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-47 Means and standard errors (SE) for communication skill score at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-48 Means and standard errors (SE) for number knowledge score at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-49 Means and standard errors (SE) for copying and symbol use score at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-50 Means and standard errors (SE) for attention score at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-51 Means and standard errors (SE) for work effort score at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-52 Percent and standard errors (SE) of children who often display curiosity at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-53 Means and standard errors (SE) for self-control of behaviour score at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-54 Percent and standard errors (SE) of children who often play cooperatively at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-55 Percent and standard errors (SE) of children who often show independence in dressing at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-56 Percent and standard errors (SE) of children who often show independence in cleanliness at age 5 by participation in early childhood education (ECE) activities at age 3 and household income level

Table D-57 Language and communication skill – Means and standard errors (SE) for communication skill score at age 3 and for difference between age 3 and age 5, by sex of child and household income level

Table D-58 Self-regulation of learning – Means and standard errors (SE) for attention score at age 3 and for difference between age 3 and age 5, by sex of child and household income level

Table D-59 Self-regulation of learning – Means and standard errors (SE) for work effort score at age 3 and for difference between age 3 and age 5, by sex of child and household income level

Table D-60 Self-regulation of learning – Percent and standard errors (SE) of children reported to often display curiosity at age 3, and change from age 3 to age 5, by sex of child and household income level

Table D-61 Percent and standard errors (SE) of children with two levels of curiosity at age 5 by curiosity level at age 3 and sex of the child

Table D-62 Self-control of behaviour – Means and standard errors (SE) for self-control of behaviour score at age 3 and for difference between age 3 and age 5, by sex of child and household income level

Table D-63 Social competence – Percent and standard errors (SE) of children reported to often play cooperatively at age 3, and change from age 3 to age 5, by sex of child and household income level

Table D-64 Percent and standard errors (SE) of children with two levels of cooperative play at age 5 by cooperative play level at age 3 and household income level

Table D-65 Social competence – Percent and standard errors (SE) of children reported to often display independence in dressing at age 3, and change from age 3 to age 5, by sex of child and household income level

Table D-66 Percent and standard errors (SE) of children with two levels of independence in dressing at age 5 by independence dressing at age 3 and sex of the child

Table D-67 Social competence – Percent and standard errors (SE) of children reported to often display independence in cleanliness at age 3, and change from age 3 to age 5, by sex of child and household income level

Table D-68 Percent and standard errors (SE) of children with two levels of independence in cleanliness at age 5 by independence in cleanliness at age 3 and sex of the child

Figures

Figure 1 Communication skill score at age 3 and age 5 by sex of child and by household income level

Figure 2 Copying and symbol use score by sex of child

Figure 3 Attention score at age 3 and age 5 by sex of child and by household income level

Figure 4 Percent of girls and boys who were high in curiosity at age 5 by curiosity at age 3

Figure 5 Receptive vocabulary score of children at four household income levels who were or were not read to daily

Figure 6 Communication skill score of children at four household income levels who experienced not high and high levels of positive parent-child interaction

Figure 7 Copying and symbol use score of children at four household income levels who participated in lessons in physical activities less than weekly or at least weekly

Figure 8 Communication skill score by sex of child

Figure 9 Attention score by sex of child

Figure 10 Self-control of behaviour score by sex of child

Figure 11 Often displays independence in dressing by sex of child

Figure 12 Often displays curiosity by sex of child

Figure 13 Receptive vocabulary score by household income level

Figure 14 Communication skill score by household income level

Figure 15 Number knowledge score by household income level

Figure 16 Copying and symbol use score by household income level

Figure 17 Receptive vocabulary score by country of birth of parent and language spoken at home

Figure 18 Copying and symbol use score by kindergarten attendance of child

Figure 19 Percent of girls and boys who participated in activities at least weekly

Figure 20 Percent of children at four income levels who were read to daily at age 5

Figure 21 Percent of children at four income levels who participated in activities at least weekly

Figure 22 Percent of children at four income levels who participated in unorganized sports at least weekly

Figure 23 Percent of children involved in family and child activities by kindergarten attendance

Figure 24 Regression of attention score age 5 on attention score age 3 and sex of child: interaction

Figure 25 Work effort score at age 3 and age 5 by sex of child and by household income level

Figure 26 Percent of children who were high in curiosity at age 3 and age 5 by sex of child and by household income level

Figure 27 Self-control of behaviour score at age 3 and age 5 by sex of child and by household income level

Figure 28 Percent of children at three income levels who were high in cooperative play at age 5 by cooperative play at age 3: interaction

Figure 29 Percent of girls and boys who were high in independence in dressing at age 5 by independence in dressing at age 3: interaction

Figure 30 Percent of children who were high in independence in cleanliness at age 3 and age 5 by sex of child and by household income level

Figure 31 Percent of girls and boys who were high in independence in cleanliness at age 5 by independence in cleanliness at age 3: interaction

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Date modified: 2006-11-27	Important Notices

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