Child Temperamental Regulation and Classroom Quality in Head Start: Considering the Role of Cumulative Economic Risk

Autor/inn/en	Rudasill, Kathleen Moritz; Hawley, Leslie R.; LoCasale-Crouch, Jennifer; Buhs, Eric S.
Titel	Child Temperamental Regulation and Classroom Quality in Head Start: Considering the Role of Cumulative Economic Risk
Quelle	In: Journal of Educational Psychology, 109 (2017) 1, S.118-130 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000123
Schlagwörter	Self Control; Child Behavior; At Risk Students; Preschool Education; Educational Quality; Personality Traits; Mathematics Skills; Literacy; Low Income Groups; Reading Skills; Student Needs; Student Behavior; Teacher Role; Children; Family (Sociological Unit); Experience; Surveys; Early Intervention; Hypothesis Testing; Achievement Tests; English (Second Language); Language Proficiency; Second Language Learning; Statistical Analysis; Maximum Likelihood Statistics; Head Start Family and Child Experiences Survey; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Alphabetisierung; Schreib- und Lesefähigkeit; Reading skill; Lesefertigkeit; Student behaviour; Schülerverhalten; Lehrerrolle; Child; Kind; Kinder; Familie; Erfahrung; Survey; Umfrage; Befragung; Hypothesenprüfung; Hypothesentest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Statistische Analyse
Abstract	There is growing recognition that cumulative economic risk places children at higher risk for depressed academic competencies (Crosnoe & Cooper, 2010; NCCP, 2008; Sameroff, 2000). Yet, children's temperamental regulation and the quality of the early childhood classroom environment have been associated with better academic skills. This study is an examination of prekindergarten classroom quality (instructional support, emotional support, organization) as a moderator between temperamental regulation and early math and literacy skills for children at varying levels of cumulative economic risk. The sample includes children enrolled in Head Start programs drawn from the FACES 2009 study. Three main findings emerged. First, for lower and highest risk children, more instructional support was associated with better math performance when children had high levels of temperamental regulation but poorer performance when children had low temperamental regulation. Second, among highest risk children, low instructional support was protective for math performance for children with low temperamental regulation and detrimental for those with high temperamental regulation. Third, for highest risk children, high classroom organization predicted better literacy scores for those with high temperamental regulation. Children with low temperamental regulation were expected to perform about the same, regardless of the level of classroom organization. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01