The Relationship between Indicators of the Quality of a Head Start Classroom Environment and Ratings of Child Social Behavior.

Autor/inn/en	Lambert, Richard; Abbott-Shim, Martha; McCarty, Frances
Titel	The Relationship between Indicators of the Quality of a Head Start Classroom Environment and Ratings of Child Social Behavior.
Quelle	(2000), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Behavior Problems; Comparative Analysis; Compliance (Psychology); Depression (Psychology); Educational Quality; Family Environment; Mothers; Preschool Children; Preschool Education; Rural Urban Differences; Social Development; Teacher Student Relationship; Violence + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Quality of education; Bildungsqualität; Familienmilieu; Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Stadt-Land-Beziehung; Soziale Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Gewalt
Abstract	This study monitored classroom quality throughout three Head Start programs in the Southeastern United States, using the "Assessment Profile for Early Childhood Programs: Research Edition II." A random sample of classrooms was selected to represent high and low quality classrooms in urban and rural settings. Parents and teachers rated the social behaviors of 328 children who were nested within 40 classrooms. Findings indicated that mothers with higher self-reported depression levels also indicated that their children displayed fewer positive social behaviors and more problem behaviors than did mothers with lower levels of depression. Parent-reported home violence was associated with more teacher-identified child disruptive behavior. Higher quality classrooms tended to have lower class averages for the parent-reported child problem behaviors. Teachers who were observed to interact less positively with children tended to rate the children in their classrooms as more compliant. The teacher's ability to individualize instruction tended to moderate the association between the child's age and prosocial behaviors while also moderating the association between maternal depression and parents' reports of their children's problem behaviors. (Contains 54 references.) (Author/KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC