Teacher-Child Interaction Quality Buffers Negative Associations between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills

Autor/inn/en	Bulotsky Shearer, Rebecca J.; Bichay-Awadalla, Krystal; Bailey, Jhonelle; Futterer, Jenna; Qi, Cathy Huaqing
Titel	Teacher-Child Interaction Quality Buffers Negative Associations between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills
Quelle	In: Topics in Early Childhood Special Education, 40 (2020) 3, S.159-171 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bulotsky Shearer, Rebecca J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121420947155
Schlagwörter	Teacher Student Relationship; Interaction; Behavior Problems; Student Behavior; Preschool Children; Preschool Teachers; Early Intervention; Urban Schools; Correlation; Language Acquisition; Emotional Development; At Risk Students; Language Skills; Emergent Literacy; Classroom Assessment Scoring System; Woodcock Johnson Tests of Achievement; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Korrelation; Sprachaneignung; Spracherwerb; Gefühlsbildung; Language skill; Sprachkompetenz; Frühleseunterricht
Abstract	Guided by an ecological model, we tested whether teacher-child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01