Cumulative Experience of Educational Assets from Preschool through First Grade and the Social-Emotional Well-Being of English- and Spanish-Speaking Children

Autor/inn/en	Nguyen, Tutrang; Hofkens, Tara; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A.
Titel	Cumulative Experience of Educational Assets from Preschool through First Grade and the Social-Emotional Well-Being of English- and Spanish-Speaking Children
Quelle	5 (2020) 1, S.103-138 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Early Childhood Education; Social Emotional Learning; Well Being; Spanish Speaking; Preschool Children; Teacher Student Relationship; Parent Teacher Cooperation; Interpersonal Communication; English (Second Language); Student Experience; Grade 1; Native Speakers; Family Influence + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Well-being; Wellness; Wohlbefinden; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Interpersonale Kommunikation; English as second language; English; Second Language; Englisch als Zweitsprache; Studienerfahrung; School year 01; 1. Schuljahr; Schuljahr 01; Muttersprachler
Abstract	Children's social and emotional experiences influence brain development and are therefore central to outcomes of behavior, learning, and health. The current study examined associations between children's cumulative educational assets in the early grades and end of first grade social-emotional outcomes for children from English- and Spanish-speaking families. Data were drawn from a sample of preschool-aged children (N = 1,132) from low-income families in a large, culturally, and linguistically diverse sample followed annually from pre-kindergarten through first grade. A multi-method, multi-informant approach was used to assess predictor and outcome variables. Results indicate overall that cumulative experiences of educational assets (teacher-student interaction and relationships, parent-teacher communication) were associated with indicators of children's social-emotional well-being and matter in similar ways for children from English- and Spanish-speaking families. However, we did find some evidence of significant interactions of Spanish as a home language with cumulative educational assets on children's conduct problems and feelings about peers. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01