Classroom and Teacher Support in Kindergarten: Associations with the Behavioral and Academic Adjustment of Low-Income Students

Autor/inn/en	Lee, Phyllis; Bierman, Karen L.
Titel	Classroom and Teacher Support in Kindergarten: Associations with the Behavioral and Academic Adjustment of Low-Income Students
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 61 (2015) 3, S.383-411, Artikel 4 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Kindergarten; Disadvantaged Youth; Low Income Groups; Early Intervention; Elementary School Students; Regression (Statistics); Correlation; Aggression; Behavior Problems; Withdrawal (Psychology); Learner Engagement; Emergent Literacy; Grade 1; Student Adjustment; Teacher Student Relationship; Preschool Teachers; Classroom Environment; Student Needs; Emotional Response; Rating Scales; Observation; Likert Scales; Pennsylvania; Student Teacher Relationship Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Regression; Regressionsanalyse; Korrelation; Rückzugsverhalten; Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassenklima; Unterrichtsklima; Emotionales Verhalten; Rating-Skala; Beobachtung; Likert-Skala
Abstract	For socioeconomically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student--teacher relationships and classroom emotional support as two features of the classroom context that can promote student adjustment; however, very few studies have examined these two aspects of the classroom context simultaneously. Given their modest intercorrelations, these dimensions of classroom context may have both unique and shared associations with child progress. This study followed the cases of 164 children as they transitioned from Head Start into elementary school, and regressions revealed significant unique associations between each type of kindergarten support and children's aggressive behaviors, social withdrawal, learning engagement, and emergent literacy skills in first grade, controlling for their prekindergarten adjustment. In addition, learning engagement significantly mediated the association between a supportive relationship with the kindergarten teacher and first-grade literacy skills. (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01