Classroom Dimensions Predict Early Peer Interaction when Children Are Diverse in Ethnicity, Race, and Home Language

Autor/inn/en	Howes, Carollee; Guerra, Alison Wishard; Fuligni, Allison; Zucker, Eleanor; Lee, Linda; Obregon, Nora B.; Spivak, Asha
Titel	Classroom Dimensions Predict Early Peer Interaction when Children Are Diverse in Ethnicity, Race, and Home Language
Quelle	In: Early Childhood Research Quarterly, 26 (2011) 4, S.399-408 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.02.004
Schlagwörter	Play; Dramatic Play; Disadvantaged Youth; Peer Groups; Interaction; Teacher Student Relationship; Withdrawal (Psychology); Peer Relationship; Student Behavior; Student Diversity; Racial Differences; Ethnic Groups; Language Usage; Observation; Group Activities; Affective Behavior; Classroom Environment; Spanish Speaking; Aggression + Suchen Sie Ihr Suchwort? Spiel; Dramatisches Mittel; Theaterstück; Benachteiligter Jugendlicher; Gleichaltrigengruppe; Peer Group; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Rückzugsverhalten; Peer-Beziehungen; Student behaviour; Schülerverhalten; Rassenunterschied; Ethnie; Sprachgebrauch; Beobachtung; Gruppenaktivität; Affective disturbance; Active behaviour; Affektive Störung; Klassenklima; Unterrichtsklima
Abstract	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the model, classroom dimensions and teacher-child relationship quality significantly predicted pretend play, anxious-withdrawn, aggressive, and victim of peer aggression behaviors with peers.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. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10