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1.
Research Findings: Using data from 3,250 participants in the Early Childhood Longitudinal Study, Birth Cohort, we used structural equation modeling to investigate whether family routines (e.g., bedtime routine, reading routine) established in preschool predict children’s school readiness (i.e., academic skills, social-emotional skills, and physical health) in kindergarten, a foundational year for establishing children’s academic trajectories. Analyses revealed that higher levels of routines in preschool were associated with greater declines in teacher-reported conduct problems and hyperactive/inattentive behavior and greater gains in prosocial behaviors from preschool to kindergarten. Higher routines also predicted greater gains in both reading and mathematics scores as well as greater improvements in physical health. Telling stories appears to be the most salient routine for children’s social-emotional outcomes, whereas bedtime routines most strongly predicts differences in children’s academic skills and health outcomes. Practice or Policy: The results suggest that family routines may be an important tool for preparing and supporting children and parents for the kindergarten transition even before school entry.  相似文献   

2.
Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student–teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy: These data lend support to the need for interventions among physically aggressive preschoolers that target not only concurrent behavior but also future aggression and adjustment in kindergarten. Thus, educators should work to encourage social influence in more prosocial ways among aggressive preschoolers.  相似文献   

3.
Adult-Child Relationship Processes and Early Schooling   总被引：5，自引：0，他引：5  
This paper highlights the importance of social processes in early school outcomes. Child-adult relationships are a social context with particular salience for the development of a number of social and academic outcomes in early childhood. Research on both child-parent and child-teacher relationships is reviewed. Measurement technologies are described and conceptual perspectives based on dyadic systems models are advanced as heuristics for future research. Practice implications are drawn with respect to assessment of relationships and implications for conceptualization of early childhood outcomes.  相似文献   

4.
The potential role that children's classroom peer relations play in their school adjustment was investigated during the first 2 months of kindergarten and the remainder of the school year. Measures of 125 children's classroom peer relationships were obtained on 3 occasions: at school entrance, after 2 months of school, and at the end of the school year. Measures of school adjustment, including children's school perceptions, anxiety, avoidance, and performance, were obtained during the second and third assessment occasions. After controlling mental age, sex, and preschool experience, measures of children's classroom peer relationships were used to forecast later school adjustment. Results indicated that children with a larger number of classroom friends during school entrance developed more favorable school perceptions by the second month, and those who maintained these relationships liked school better as the year progressed. Making new friends in the classroom was associated with gains in school performance, and early peer rejection forecasted less favorable school perceptions, higher levels of school avoidance, and lower performance levels over the school year.  相似文献   

5.
Despite recent growth in research highlighting the potential of teacher-child relationships to promote children's development during the early years of school, questions remain about the importance of these relationships across elementary school. Using data from the NICHD Study of Early Child Care (N = 1,364), this study examines between- and within-child associations between teacher-child relationship quality and children's academic achievement and behavior problems from kindergarten (ages 4-6 years) through 5th grade (ages 9-11 years). Results suggest that increases in teacher-child relationship quality are associated with improvements in teacher-reported academic skills and reductions in behavior problems consistently throughout elementary school. As children progressed from kindergarten through fifth grade, the importance of teacher-child relationship quality is unchanging.  相似文献   

6.
This study examined differences in child-mother interaction, classroom adjustment during kindergarten, and retention in kindergarten between 41 first-born children of adolescent mothers (18 years old or younger at the time of the child's birth) and 88 first-born children of adult mothers (20 to 24 years old at the time of the child's birth). Maternal education was included as a covariate in comparisons. The children of adolescent and adult mothers were generally indistinguishable in areas of classroom adjustment, retention in kindergarten, and child-mother interaction when mothers' education was considered. Results are discussed in terms of implications for research and policy.  相似文献   

7.
Research Findings: The objective of this study was to examine the student–teacher relationship as a potential moderator of the link between executive functioning (EF) and children’s early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children (75.54% boys, M age = 5.01 years, 84.94% Hispanic/Latino) with at-risk or clinically elevated levels of EBP. The student–teacher relationship was assessed using the Student–Teacher Relationship Scale. School readiness data were composed of standardized achievement test scores and teacher reports of kindergarten readiness. EF was measured via parent and teacher reports along with standardized measures of EF, including the Head–Toes–Knees–Shoulders task and 4 standardized subtests from the Automated Working Memory Assessment. Poorer student–teacher relationship quality was predictive of lower teacher-reported kindergarten readiness and higher academic impairment. Main effects were qualified by an interaction between EF and student–teacher relationship quality such that worse EF (parent/teacher reports and standardized performance) was only associated with lower teacher-rated kindergarten readiness for children with poorer student–teacher relationship quality. Practice or Policy: EF appears to be an important predictor of school readiness for preschool children with EBP, particularly for children experiencing poorer student–teacher relationships.  相似文献   

8.
Information was obtained from a large national sample of kindergarten teachers on changes in classroom membership for the 1995-1996 school year. On average, 26% of kindergarten classroom membership changed over the school year with frequency increasing as schools were more urban, in higher poverty districts, or with higher minority representation among students. School district policy allowing children to remain in the same classroom when they moved was related to slightly higher frequencies of new student enrollment and relatively higher class size. Teachers in classrooms with high turnover believed a high percentage of entering children had many adjustment problems, problems in communicating, following directions, academic skills, little formal preschool experience, and came from disorganized homes. These data provide teacher-reported national estimates for kindergarten classroom enrollments indicating substantial change over the course of the year and associated teacher beliefs.  相似文献   

9.
Information was obtained from a large national sample of kindergarten teachers on changes in classroom membership for the 1995-1996 school year. On average, 26% of kindergarten classroom membership changed over the school year with frequency increasing as schools were more urban, in higher poverty districts, or with higher minority representation among students. School district policy allowing children to remain in the same classroom when they moved was related to slightly higher frequencies of new student enrollment and relatively higher class size. Teachers in classrooms with high turnover believed a high percentage of entering children had many adjustment problems, problems in communicating, following directions, academic skills, little formal preschool experience, and came from disorganized homes. These data provide teacher-reported national estimates for kindergarten classroom enrollments indicating substantial change over the course of the year and associated teacher beliefs.  相似文献   

10.
The association between social withdrawal, school adjustment, and academic functioning in preschool and school entry is well‐established. Children who experience social withdrawal in primary grades are at risk for decreased academic performance. The bidirectional relationships among early literacy and social withdrawal in primary grades have not been examined to date. The present study used a cross‐lagged model to examine the relationship between social withdrawal and early literacy skills from kindergarten to second grade (N = 137). Results indicated that kindergarten social withdrawal predicted second grade reading achievement after controlling for prior literacy skill acquisition. Bidirectional influence hypotheses were not confirmed in the present study.  相似文献   

11.
The present study examined the influence of schooling during children's first and second years of preschool for children who experienced different amounts of preschool (i.e., one or two years), but who were essentially the same chronological age. Children (n = 76) were tested in the fall and spring of the school year using measures of self-regulation, decoding, letter knowledge, and vocabulary. Using hierarchical linear modeling (HLM), preschool was not associated with children's development of self-regulation in either year. For decoding and letter knowledge, children finishing their second year of preschool had higher scores, although both groups of children grew similarly during the school year. Thus, our results suggest that the first and second years of preschool are both systematically associated with decoding and letter knowledge gains, and the effects are cumulative (two years predicted greater gains overall than did one year of preschool). Finally, children's chronological age, and not whether they experienced one versus two years of preschool, predicted children's vocabulary and self-regulation outcomes. Implications for preschool curricula and instruction are discussed, including the increasing emphasis on literacy learning prior to kindergarten entry and the need to address self-regulation development along with academic learning.  相似文献   

12.
This study examined associations among family type (same-sex vs. opposite-sex parents); family and relationship variables; and the psychosocial adjustment, school outcomes, and romantic attractions and behaviors of adolescents. Participants included 44 12- to 18-year-old adolescents parented by same-sex couples and 44 same-aged adolescents parented by opposite-sex couples, matched on demographic characteristics and drawn from a national sample. Normative analyses indicated that, on measures of psychosocial adjustment and school outcomes, adolescents were functioning well, and their adjustment was not generally associated with family type. Assessments of romantic relationships and sexual behavior were not associated with family type. Regardless of family type, adolescents whose parents described closer relationships with them reported better school adjustment.  相似文献   

13.
Teachers can at times view behavioural intervention procedures as time-consuming. Thus, socially-valid classroom-based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship-building component was added to target positive student-teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher-reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student-teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.  相似文献   

14.
Preschool improves children’s kindergarten readiness, but the cognitive outcomes of preschool enrollees and nonenrollees tend to converge partially or fully in elementary school. In older programs, most of this convergence occurs in kindergarten (Li et al., 2016), but evidence from today’s programs is sparse. Using data on 4,971 children who applied to the Boston Public School Prekindergarten program and a quasi-experimental approach, we examine convergence in kindergarten through third grade (K-3) literacy outcomes of prekindergarten enrollees and nonenrollees. Consistent with previous literature, most of the convergence in K-3 literacy outcomes occurred in kindergarten. Our findings suggest that detailed investigations into the kindergarten teaching and learning context may be particularly important for solving the widely noted preschool convergence pattern.  相似文献   

15.
The present study is a longitudinal examination of family-school communication in preschool and kindergarten. Preschool and kindergarten teachers and family workers of 75 children from families with low SES logged the frequency and characteristics of family-school communication, resulting in over 22,000 contacts. Data were collected during a period of implementation of an intervention designed to enhance relationships upon the transition to school. Family demographic information and information about family support for academics at home were assessed through parent interviews and children's behavior problems were measured through teacher questionnaires in preschool and kindergarten. Familyteacher communication decreased between preschool and kindergarten and there was a shift from shorter to longer types of communication between the two years. Communication differed as a function of program. Counter to expectation, few family factors and experiences predicted frequency of family-school communication, and more frequent communication in preschool was unrelated to more frequent communication in kindergarten. Findings have several implications for practice. Families experience a great decrease in communication between preschool and kindergarten and interventions designed to ease the transition to kindergarten need to either ameliorate the decrease or acknowledge its existence to prepare families. Otherwise, this contrast may be interpreted negatively. Given that our findings show no relation between a family's communication in preschool and kindergarten, it appears that it is not enough to support communication in preschool to ensure frequent communication in kindergarten.  相似文献   

16.
The present study is a longitudinal examination of family-school communication in preschool and kindergarten. Preschool and kindergarten teachers and family workers of 75 children from families with low SES logged the frequency and characteristics of family-school communication, resulting in over 22,000 contacts. Data were collected during a period of implementation of an intervention designed to enhance relationships upon the transition to school. Family demographic information and information about family support for academics at home were assessed through parent interviews and children's behavior problems were measured through teacher questionnaires in preschool and kindergarten. Familyteacher communication decreased between preschool and kindergarten and there was a shift from shorter to longer types of communication between the two years. Communication differed as a function of program. Counter to expectation, few family factors and experiences predicted frequency of family-school communication, and more frequent communication in preschool was unrelated to more frequent communication in kindergarten. Findings have several implications for practice. Families experience a great decrease in communication between preschool and kindergarten and interventions designed to ease the transition to kindergarten need to either ameliorate the decrease or acknowledge its existence to prepare families. Otherwise, this contrast may be interpreted negatively. Given that our findings show no relation between a family's communication in preschool and kindergarten, it appears that it is not enough to support communication in preschool to ensure frequent communication in kindergarten.  相似文献   

17.
We examined whether positive implications of mother-child mutually responsive orientation, demonstrated earlier at toddler and preschool age, extend longitudinally into early school age. The focus of the present study was on the long-term consequences of mutually responsive orientation for the development of conscience. Mutually responsive orientation encompassed shared cooperation and shared positive affect between mother and child. It was measured as a composite of those qualities observed in dyadic naturalistic interactions and reported by mothers, at toddler and preschool age. Children's conscience was assessed at early school age (N = 83) using multiple measures, including observations of moral behavior, alone and in the peer context, and moral cognition. Mother-child mutually responsive orientation at toddler and preschool ages predicted children's future conscience, even after controlling for the developmental continuity of conscience. Model-fitting analyses revealed that mutually responsive orientation at toddler age had a direct effect on future conscience, not mediated by such orientation at preschool age. The findings extend those of earlier work that revealed the importance of mother-child mutually responsive orientation for socialization, and they confirm the value of the relationship approach to social development, including long-term outcomes.  相似文献   

18.
This study followed a sample of 179 children from kindergarten through eighth grade to examine the extent to which kindergarten teachers' perceptions of their relationships with students predict a range of school outcomes. Kindergarten teachers rated children's behavior and the quality of the teacher-child relationship. Follow-up data from first through eighth grade were organized by epoch and included academic grades, standardized test scores, work-habit ratings, and discipline records. Relational Negativity in kindergarten, marked by conflict and dependency, was related to academic and behavioral outcomes through eighth grade, particularly for children with high levels of behavior problems in kindergarten and for boys generally. These associations remained significant after controlling for gender, ethnicity, cognitive ability, and behavior ratings. The results have implications for theories of the determinants of school success, the role of adult-child relationships in development, and a range of early intervention and prevention efforts.  相似文献   

19.
To address gaps in the availability of validated measures that assess early childhood teachers' workplace experiences, the current study examined the validity of the Early Childhood Teacher Experiences Scale (ECTES) for use in a diverse Head Start program. Mean differences in the ECTES dimensions of self-efficacy, job stress, and school support were examined across teachers' demographic characteristics and observed teacher–child interaction quality. Multilevel models examined associations between ECTES dimension scores and children's social-emotional and academic skills (N = 161 preschool teachers and N = 3,152 children). Findings support the reliability and validity of the three-factor structure of the ECTES in the diverse Head Start teacher sample. Higher teacher-reported self-efficacy and school support were associated with higher observed classroom emotional support, instructional support, and classroom organization. Higher teacher-reported self-efficacy was associated with fewer years of teaching experience. With respect to child outcomes, higher teacher self-efficacy and school support were associated with lower behavior problems and higher social-emotional skills but were not associated with academic skills. Implications of the findings, limitations, and future directions are discussed.  相似文献   

20.
We examined the influence of individual and site-level factors from the Chicago Child–Parent Centers (CPC) early educational program on four competence outcomes for 1539 minority youth in the Chicago Longitudinal Study. Individual-level factors included race, gender, risk status, kindergarten duration, and preschool and follow-on experience. Two models were developed to examine site-level factors. The program model included instructional approach, site location, and parent involvement. The school model included the percentage of families that were low-income and the percentage of families that were residentially stable. Outcomes included kindergarten word analysis, eighth grade reading achievement, high school completion, and juvenile delinquency. Results based on hierarchical linear modeling (HLM) analyses indicated that preschool participation was more important than any of the site-level factors. The most consistent site-level finding was that lower income levels within a school attendance area was linked with poorer school and social outcomes. Site-level parental involvement predicted both early and later school outcomes. Instructional approach was not a significant program factor. Site location and family stability were not typically predictive of child outcomes. Policy implications and limitations of the study are addressed.  相似文献   

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