Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences

Autor/inn/en	Bulotsky-Shearer, Rebecca J.; Dominguez, Ximena; Bell, Elizabeth R.
Titel	Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences
Quelle	In: Journal of Educational Psychology, 104 (2012) 2, S.421-438 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0026301
Schlagwörter	Identification; School Readiness; Reading Readiness; Low Income; Preschool Children; Disadvantaged Youth; Correlation; Behavior Problems; Urban Areas; Student Behavior; Early Intervention; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Identifikation; Identifizierung; Readiness for school; School ability; Schulreife; Reading rate; Reading speed; Lesegeschwindigkeit; Niedriglohn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Korrelation; Urban area; Stadtregion; Student behaviour; Schülerverhalten
Abstract	Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined between early problem behavior (overactive and underactive behavior) at the child and classroom level and three dimensions of school readiness: cognitive skills, social engagement, and coordinated movement, assessed at the end of the preschool year. At the child level, younger children, boys, and underactive and overactive problem behavior were associated with lower school readiness skills. At the classroom level, classroom contexts early in the preschool year characterized by high levels of underactive behavior (e.g., social withdrawal among children) were uniquely and additively associated with lower school readiness skills. Contrary to hypotheses, there were no significant associations between classroom behavioral contexts characterized early in the preschool year by high levels of overactive behavior (e.g., socially disruptive or dysregulated behavior among children). Findings extend prior research in Head Start. Implications for early identification and intervention are discussed. (Contains 2 figures and 4 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10