Age differences between SR, SE, mathematics and vocabulary
Consistent with prior research (Mattera et al., 2021), children’s SR consistently predicts their mathematics across all ages. This demonstrates the robust and stable influence of SR on mathematics, possibly because these two factors share a common developmental mechanism (Rosenberg-Lee et al., 2011). Surprisingly, SR predicts vocabulary in K1 and K3 but not in K2, suggesting a divergence that might result from the long-term cumulative effects of SR development (Elliott et al., 2022). Even though the predictive effect on vocabulary is weaker in K2, children’s developmental SR acquired during this stage may contribute to improved vocabulary in K3, thereby enabling them to predict vocabulary more effectively in the later grades (Korucu et al., 2022).
In contrast to the idea that children’s mathematics and SE tend to develop independently (Cameron et al., 2019), our current study reveals that SE predicts mathematics in K2 and K3 but not in K1. This suggests that the relationship between SE and mathematics may vary with the developmental stage across different ages. Children in K1 are primarily focused on SE (Jones & Bouffard, 2012; Koepke & Harkins, 2008) and may not prioritize mathematics learning. They are still gradually developing their mathematics, which might explain the weaker SE-mathematics relationship at this stage. However, by K2 and K3, children are more mathematically mature, making the association between SE and mathematics more apparent. Additionally, SE, similar to SR, has long-term effects (McTaggart et al., 2022), and the maturation of SE enhances its predictive power on mathematics (Doctoroff et al., 2016).
The finding that children’s SE predicts vocabulary in K1 and K2 but not in K3 contradicts established literature suggesting a stronger link between SE and literacy in older children (Slot et al., 2020). This discrepancy might have arisen because K1 and K2 children may rely more on positive social interactions to develop their vocabulary. As they grow older, their vocabulary become more mature, reducing their dependence on SE support. Alternatively, it could be attributed to teachers’ emphasis on SE, particularly in K1 (Jones & Bouffard, 2012), focusing on enhancing their ability to express personal needs, which may strengthen the relationship between SE and vocabulary.
However, the differences in these results might also be attributed to variations in the priorities of different teachers, potentially influencing the relationships between SR, SE, and academic achievement. These findings underscore that the connections between SR and vocabulary, and SE and mathematics and vocabulary, may evolve at a different pace and in different developmental stages, warranting further research to gain insight into the causes and mechanisms driving these differences.