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1.
The current study followed a sample of 656 Chinese preschool children to examine reciprocal associations between teacher-child relationships and children’s academic skills by testing three cross-lagged models: the relationship-driven model, the child-driven model, and the reciprocal model. Fifty-nine head teachers reported teacher-child relationships, and children’s academic skills were assessed at three time points during the 2nd and 3rd preschool year. Results showed that the reciprocal model was the best fit in explaining the associations between teacher-child relationships and children’s academic skills (math achievement, character recognition and executive function), and the child-driven model was the best fit in explaining the relation between teacher-child relationships and children’s receptive vocabulary. The results contribute to understand the dynamic relations between teacher-child relationships and children's academic skills in the Chinese preschool context. Implications for educational practices are discussed.  相似文献   

2.
This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.  相似文献   

3.
We examined the extent to which positive interactions with peers and the amount of English exposure received from them during social interactions in the fall of preschool contributed to low-income Spanish-speaking children's (N = 107; Mage = 53 months; SD = 4.30 months; 56% boys) English vocabulary and letter-word skills in the spring (controlling for parents’ language use, family income, number of English books at home, and children's nonverbal cognitive abilities). We also examined the mediating roles of children's learning behaviors (e.g., attentiveness, independence, initiative, persistence, and participation) and English oral proficiency in the classroom. The association between positive peer interactions and English vocabulary skills was mediated by children's English oral proficiency, whereas the association between positive peer interactions and English letter-word skills was mediated by children's learning behaviors and English oral proficiency. The associations among peer English exposure and children's English vocabulary and letter-word skills were mediated by children's English oral proficiency. There was also evidence of a transactional association between positive peer interactions and children's learning behaviors and between peers’ and children's English oral proficiency. The findings highlight the importance of peer experiences in fostering Spanish-speaking preschoolers’ English vocabulary and letter-word skills.  相似文献   

4.
The purpose of this study was to test a model for predicting preschool-age children's behaviors with peers from dimensions of the classroom and teacher-child relationship quality when the children were from diverse race, ethnic, and home language backgrounds. Eight hundred children, (M = age 63 months, SD = 8.1 months), part of the National Evaluation of Early Head Start, participated in this study just prior to entering kindergarten. We observed children with peers in their classrooms and rated classroom peer group size, affective climate for peer interaction, teacher management of the classroom, and materials for dramatic play. Teachers reported on teacher-child relationship quality. Children from Spanish-speaking homes played similarly in classrooms where Spanish was and was not spoken. After control variables and receptive vocabulary scores were entered into the model, classroom dimensions and teacher-child relationship quality significantly predicted pretend play, anxious-withdrawn, aggressive, and victim of peer aggression behaviors with peers. Children engaged in more pretend play and received lower ratings of being the victim of peer aggression when classroom groups were smaller. When teachers perceived teacher-child relationships as lower in conflict and higher in closeness, children's anxious-withdrawn, aggressive, and victim of aggression ratings were lower. Children's ratings of being the victim of peer aggression were higher when ratings of classroom positive peer climate were lower. Child-teacher ethnic or racial match did not moderate these predictions.  相似文献   

5.
Using data from the National Early Head Start (EHS) Research and Evaluation Project (N = 1851), the current study examined relations among cumulative family and social risk, assessed during infancy and the preschool years, and children's prekindergarten achievement, self-regulatory skills, and problematic social behavior, testing if these associations were mediated through two sets of family processes–responsive parenting practices and the provision of language stimulation and literacy practices. Structural equation modeling results highlight the significance of the timing of children's experience of risk in predicting school readiness competencies. Risk exposure during infancy was observed to be most detrimental for children's school readiness skills and was partially mediated by risk exposure during the preschool years and family processes, assessed during toddlerhood and the preschool years. Moderation analyses revealed no difference in the strength of relationships among the study variables by EHS assignment or by race/ethnicity.  相似文献   

6.
Using a two-year and three-wave cross-lagged design with a sample of 118 Chinese preschoolers, the present study examined bidirectional longitudinal relations between father–child relationships and children's social competence. The results of structural equation modeling showed bidirectional effects between father–child conflict and social competence. Higher conflict in father–child relationships at three months after preschool entry predicted lower levels of children's social competence at the end of the first preschool year over and above continuity in competence. Lower levels of social competence at three months after preschool entry also predicted higher father–child conflict at the end of the first preschool year over and above continuity in conflict. These bidirectional relations did not vary across child gender and proved robust to the inclusion of potential common factors.  相似文献   

7.
This study examined sources of variability in preschool children's positive and negative engagement with teachers, peers, and tasks, and how that variability was related to both classroom activity settings (e.g., teacher-structured time, outdoor time, transitions) and child factors (age, gender). Participants were 283 socioeconomically and linguistically diverse children drawn from 84 classrooms, 34–63 months old (M = 50.8, SD = 6.5). Each child's engagement was observed and rated multiple times within a single day. Results suggested that children's engagement varied significantly across the preschool day. Activity settings that provided children with a greater degree of choice (free choice and outdoor time) were associated with more positive engagement with peers and tasks, while teacher-structured activities were associated with more positive engagement with teachers. Transitions emerged as a difficult part of the day, associated with less positive engagement with teachers and tasks. Older children were rated higher on peer and task engagement. These findings, together with previous research, suggest that both characteristics of the classroom setting and child factors are associated with children's classroom engagement throughout a day in preschool.  相似文献   

8.
This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.  相似文献   

9.
Time-sampled observations of Head Start preschoolers’ (N = 264; 51.5% boys; 76% Mexican American; M = 53.11 and SD = 6.15 months of age) peer play in the classroom were gathered during fall and spring semesters. One year later, kindergarten teachers rated these children's school competence. Latent growth models indicated that, on average, children's peer play was moderately frequent and increased over time during preschool. Children with higher initial levels or with higher slopes of peer play in Head Start had higher levels of kindergarten school competence. Results suggest that Head Start children's engagement with peers may foster development of skills that help their transition into formal schooling. These findings highlight the importance of peer play, and suggest that peer play in Head Start classrooms contributes to children's adaptation to the demands of formal schooling.  相似文献   

10.
The quality of children's relationships with teachers in early elementary grades has implications for their academic and behavioral outcomes in later grades (e.g., Hamre & Pianta, 2001). The current study uses data from the NICHD SECCYD to extend work from a recent study of first grade (Rudasill & Rimm-Kaufman, 2009) by examining connections between child shyness, effortful control, and gender and teacher-child relationship quality in third grade directly and indirectly through the frequency of teacher- and child-initiated interactions in third grade, and teacher-child relationship quality in first grade. Path analyses using structural equation models were used to test two different models, one for conflict and one for closeness. Findings reveal five main points: (a) Children's characteristics (i.e., shyness and effortful control) were related to the frequency of interactions they initiated with their third grade teachers; (b) The number of teacher-initiated interactions with a child in third grade was positively related to teacher perception of conflict, but not closeness, with that child; (c) Teachers’ perceptions of relationship quality and the number of teacher-initiated interactions in first grade predicted teachers’ perceptions of relationship quality and the number of teacher-initiated interactions in third grade; (d) Children's gender predicted the number of teacher-initiated interactions and teachers’ perceptions of relationship quality in third grade; (e) Teacher-child relationship quality in first grade, and the number of teacher and child-initiated interactions in third grade, mediated associations between children's characteristics and teacher-child relationship quality in third grade. Findings have implications for future research and training for preservice and practicing teachers.  相似文献   

11.
Research Findings: Fostering the social competence of at-risk preschoolers would be facilitated by knowing which of children's emotion skills are most salient to social outcomes. We examined the emotion skills and social competence of 44 children enrolled in a Head Start program. Emotion skills were examined in terms of children's emotional lability and emotion regulation, whereas social competence was measured in terms of three aspects of preschoolers' social relationships: social skills, student–teacher relationships, and peer likeability. Although emotion regulation emerged as an important predictor for social skills and positive relationships with teachers, emotional lability was a significant predictor of student–teacher conflict and peer likeability. In fact, emotional lability mediated the relation between student–teacher conflict and peer likeability. Practice or Policy: The findings are discussed in terms of the complex associations between children's emotion skills and early social relationships.  相似文献   

12.
At-risk families’ control style (autonomy support and coercive control) was examined in relation to children's school readiness; children's social skills and mastery motivation were hypothesized mediating variables. In two different, low-income samples from diverse ethnic backgrounds, one preschool sample recruited from Head Start (N = 199) and a school transition sample composed of children entering elementary school (N = 344), parental control styles were related to children's academic readiness modestly but significantly in the preschool sample and weakly in the school transition sample. Children's social skills and mastery motivation skills (persistence and goal orientation) were significantly related to the academic measures of school readiness, and fully mediated the association between parents’ use of coercive behavioral control and academic readiness. Such mediation could not be tested for parental support of children's autonomy. The results indicate that a developmental cascade exists between parental control strategies and academic indices of school readiness, emphasizing the importance of family context models of school readiness. Furthermore, strong correlations between the domains of school readiness were found in both samples, reinforcing calls for a multidimensional approach to supporting school readiness in early childhood education programs.  相似文献   

13.
In this study we sought to determine whether sibling temperaments moderated the associations of parent-child relationship quality and family problem-solving behavior with sibling relationship quality. Observational assessments of mother-child and father-child relationship quality, family problem-solving behavior, and sibling relationship quality were obtained from the families of 49 pairs of brothers and 46 pairs of sisters. Mean ages were 10-2 for older siblings and 7-6 for younger siblings. Parent-reported child temperament assessments were also obtained. The links among mother–older child relationship quality, father–older child relationship quality, and sibling relationship quality were moderated by the older sibling's temperament. The younger and older siblings' temperaments moderated the associations between the quality of the father–younger sibling and sibling relationships. The association between family problem-solving behavior and sibling relationship quality was not moderated by sibling temperaments.  相似文献   

14.
The urban–rural continuum provides unique contexts for development. Differences in access to resources and childrearing norms and practices in urban, suburban, and rural areas may be linked to disparities in early achievement. Yet, few studies examine associations between urbanicity and children's early academic skills. Using nationally representative data from the Early Childhood Longitudinal Study, Birth Cohort (N ≈ 6050) this study examined differences in academic skills at kindergarten entry across large urban, small urban, suburban and rural areas. Additionally, it considered whether home environments and child care experiences explained disparities in early achievement. Results showed that children in large urban and rural areas entered kindergarten with less advanced academic skills than children in small urban areas and suburbs. Lower achievement for rural children was partly explained by less advantageous home environments and increased use of home-based, rather than center-based, preschool. Parents living in large urban areas had less knowledge of child development, which helped explain their children's lower achievement.  相似文献   

15.
Preschools offer two main opportunities, recess and physical education (PE), for preschool children to participate in physical activity (PA) and are considered a suitable institution for PA promotion given the large number of children enrolled. Although PE can have a meaningful effect on preschoolers’ PA levels, preschool PE characteristics associated with increased PA have, to the best of our knowledge, not been identified. Therefore, the purpose of the present study was to examine preschooler's PA levels and the associations with lesson context, teacher behavior, and environment during preschool physical education. A random sample of 573 preschoolers (288 boys; Mage = 5.4 years, SD = 0.4) from 35 preschools was examined during one PE class. Findings indicated that preschoolers accumulated 12 min (33%) of moderate-to-vigorous PA (MVPA), 5 min (13%) of light PA, and 20 min (54%) of sedentary behavior during PE. Forty-seven percent of the variance in pupils’ MVPA may be attributed to differences between PE classes. Less knowledge content, less promotion, less management, less preschoolers per 100 m2, using obstruction material, and not using throwing equipment were significantly associated with higher MVPA levels. These predictors explained 56% of the variance in MVPA at the PE class-level. To conclude, PE in its current format contributes only a small amount to the PA requirements of preschoolers. Preschoolers’ MVPA levels were related to modifiable PE characteristics indicating that preschool PE can be restructured to increase MVPA.  相似文献   

16.
We examined the role of the teacher–child relationship quality (close, dependent, and conflictive) on preschoolers’ (N = 95) academic readiness for kindergarten, and we tested children's prosocial and aggressive behavior and peer group exclusion as mediators of this relation. A unique feature of this study is the ethnically and socio-economically diverse preschool-aged sample. The association between close teacher–child relationships and academic readiness was partially mediated by prosocial behavior and peer group exclusion. There was also evidence of a transactional association between close teacher–child relationships and children's behavior. Additionally, children's behavior and peer group exclusion mediated the relation between negative teacher–child relationships (dependent and conflictive) and academic readiness. The findings suggest that teacher training, education, and support for establishing close teacher–child relationships may maximize preschoolers’ academic readiness by promoting social adaptation.  相似文献   

17.
This study examined relations between children's attention span-persistence in preschool and later school achievement and college completion. Children were drawn from the Colorado Adoption Project using adopted and non-adopted children (N = 430). Results of structural equation modeling indicated that children's age 4 attention span-persistence significantly predicted math and reading achievement at age 21 after controlling for achievement levels at age 7, adopted status, child vocabulary skills, gender, and maternal education level. Relations between attention span-persistence and later achievement were not fully mediated by age 7 achievement levels. Logistic regressions also revealed that age 4 attention span-persistence skills significantly predicted the odds of completing college by age 25. The majority of this relationship was direct and was not significantly mediated by math or reading skills at age 7 or age 21. Specifically, children who were rated one standard deviation higher on attention span-persistence at age 4 had 48.7% greater odds of completing college by age 25. Discussion focuses on the importance of children's early attention span-persistence for later school achievement and educational attainment.  相似文献   

18.
Early achievement in rural China: The role of preschool experience   总被引：1，自引：0，他引：1  
Two studies examined the relationship between preschool experiences and the early academic achievement of rural Chinese children. In both Study 1 (n = 165) and Study 2 (n = 205), the school preparedness, and the literacy and mathematics attainment of first graders with different preschool experiences (kindergarten, separate pre-primary class, “sitting-in” a Grade 1 class, no preschool experience) were assessed. In Study 1, educational attainment was evaluated using end-of-semester examinations designed by local educational authorities; whereas in Study 2, better-constructed and identical tests were administered at the beginning and end of the academic year. Further, in Study 2, the different types of preschool programs attended by participating children were directly observed. Findings from both studies showed that children with developmentally appropriate preschool experiences (kindergartens or separate pre-primary classes) had higher school readiness scores than other children. Results from Study 2 also indicated that (i) disparities in children's school attainment were associated with the type of their preschool experience; and (ii) children from the developmentally appropriate kindergarten program showed higher mathematics and literacy achievement at the end of Grade 1 than children who merely “sat in” Grade 1 classes or had no preschool experience. Implications of the findings for the scaling up of preschool services in rural China are discussed.  相似文献   

19.
The present study examined the extent to which preschool classroom supports—relational support (RS) and instructional support (IS)—are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers’ development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with weaker expressive language skills. Practice or Policy: These findings suggest that professional development for preschool teachers might focus on aligning classroom supports with the needs of children with weaker language skills who are at risk for difficulty acquiring literacy.  相似文献   

20.
Nearly one quarter of Australian children under the age of 5 experience multiple non-parental child care arrangements. Research focused on the relationship between multiple child care arrangements and child socioemotional development is limited, particularly in Australia. Evidence from the United States and Europe has linked multiple child care arrangements to increases in children's problem behaviors (0065 and 0155), but there is little corresponding evidence on Australian children's child care experiences. Using a nationally representative sample of Australian children, we examined the associations between concurrent multiple child care arrangements and child socioemotional and behavioral development at age 4.5. We found suggestive evidence that child care multiplicity at age 4.5 is related to higher levels of behavior problems. However, this relationship is moderated by prior child care experiences. We found that prior care multiplicity mitigates the relationship between concurrent multiplicity and children's prosocial skills and conduct problems. In contrast, moving from a single arrangement or no non-parental child care to multiple arrangements appears to be negatively associated with children's concurrent socioemotional skills. Implications for policy and practice are discussed.  相似文献   

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