In most cases, early aged children are not assessed for pre-academic and cognitive skills before attending elementary school. A considerable and significant amount of time passes until a child is assessed in the school system and is given the appropriate help to advance development (i.e. intervention). During this time, the child will experience difficulties, negative attention as well as negative feelings toward one self.

The pre-academic and cognitive skills develop extensively during ages 3-5 and affect academic achievement in both reading and mathematics among school-age children. At age 5 there is already a difference in pre-academic skills between children. These abilities are important, as they are strengthening or weakening the student's learning skills and therefore affect the academic abilities along school years.

Early age intervention (by clinicians and service providers) in areas of need is significant for improving performance in cognitive and academic domains. Age plays a critical role, as young children are more affected by intervention, because their brain is much more flexible, absorbs new information more easily and creates more connections between brain cells.

Difficulties in kindergarten can be detected even when the child is as young as 3 years old. PreSetGo lets you monitor abilities and needs of your child and recommends the next best actions to advance your child.

Our science-based screenings can help you discover your 3-5 year-old child pre-academic and cognitive skills, produce a report about your child’s abilities and difficulties, and recommend the appropriate steps to enhance your child's developing skills by referring you to the specific clinician and service providers.

Did You Know

  • Being ready for school is not just about being able to read. Children with pre-academic and cognitive difficulties will often be frustrated and stressed during kindergarten. As a result of their difficulties and negative feelings toward themselves, the gap between their own performances and their peers performances will increase.
  • Most children go to a variety of non academically-oriented preschools or are raised at home while not being **routinely assessed** for pre-academic and cognitive abilities. Therefore, these children may arrive to kindergarten prematurely and struggle at school.
  • In many cases these difficulties in kindergarten can and should be monitored and treated when the child is much younger, even at 3 years old. However, many children are not assessed until they are much older. Only a few are assessed at the age of 5 and 6 at best, and most of them are assessed at much older ages.

PreSetGo screenings may reduce and even prevent mentally and emotionally negative reactions for future kindergarteners, by creating an able and content child that is happy to go to school! We achieve this by performing pre-academic and cognitive skill screenings at age 3-5 years-old, give parents and caregivers insights into their child's specific difficulties and target work on these areas of need, at home or by a professional.

Want to know how PreSetGo began? Click here.

Sources

  • Doris R. Entwisle & Karl L. Alexander. (1993) Entry Into School: The Beginning School Transition and Educational Stratification in the United States. In Annual Review of Sociology. Vol. 19: 401-423. Palo-Alto, CA: Annual Reviews.
  • McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills. Developmental Psychology, 43: 947-959.
  • Garon, N., Bryson, S. E., & Smith, M. (2008) Executive function in preschoolers: A review using an integrative framework. Psychological Bulletin. 134: 31–60.
  • Bull, R., & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19: 273-293.
  • Purpura DJ, Hume LE, Sims DM & Lonigan CJ. (2011) Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development. J Exp Child Psychol. 110(4): 647-58.
  • Peng Penga & Amanda C. Miller. (2016) Does attention training work? A selective meta-analysis to explore the effects of attention training and moderators. Learning and Individual Differences. 45: 77-87.