Language Skills, Behaviour Problems, and Classroom Emotional Support among Preschool Children from Low-Income Families

Autor/inn/en	Qi, Cathy Hi; Zieher, Almut; Lee Van Horn, M.; Bulotsky-Shearer, Rebecca; Carta, Judith
Titel	Language Skills, Behaviour Problems, and Classroom Emotional Support among Preschool Children from Low-Income Families
Quelle	In: Early Child Development and Care, 190 (2020) 14, S.2278-2290 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qi, Cathy Hi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2019.1570504
Schlagwörter	Language Skills; Behavior Problems; Teacher Student Relationship; Correlation; Preschool Children; Low Income Groups; Check Lists; Child Behavior; Classroom Environment; Preschool Teachers; Teacher Characteristics; Disadvantaged Youth; Teacher Attitudes; Classroom Techniques; Preschool Education; Preschool Language Scale; Child Behavior Checklist; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Checkliste; Klassenklima; Unterrichtsklima; Erzieher; Erzieherin; Kindergärtnerin; Benachteiligter Jugendlicher; Lehrerverhalten; Klassenführung
Abstract	The purpose of this study was to examine the relationship between language skills and behavioural problems and the potential moderating role of the quality of classroom emotional support in this relationship among 242 preschool children from low-income families. The "Preschool Language Scale-5" was administered individually to each child. The quality of classroom emotional support was measured using the Emotional Support domain of the "Classroom Assessment Scoring System for Pre-Kindergarten." Teachers and parents completed the "Child Behaviour Checklist for Ages 1 1/2-5." Results indicated the inverse relationship between language skills and behaviour problems varied by the level of classroom emotional support provided by teachers. Specifically, children with lower language skills exhibited higher levels of behaviour problems in classrooms where teachers provided lower levels of emotional support. Findings from this study have important implications for enhancing teachers' emotional support aimed at children with lower language skills and for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01