Children's School Readiness Skills across the Pre-K Year: Associations with Teacher-Student Interactions, Teacher Practices, and Exposure to Academic Content

Autor/inn/en	Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia; Ruzek, Erik; Ansari, Arya; Hofkens, Tara; DeCoster, Jamie
Titel	Children's School Readiness Skills across the Pre-K Year: Associations with Teacher-Student Interactions, Teacher Practices, and Exposure to Academic Content
Quelle	66 (2020), Artikel 101084 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
Schlagwörter	School Readiness; Preschool Children; Public Schools; Preschool Education; Teacher Student Relationship; Preschool Teachers; Classroom Environment; Emotional Development; Social Development; Executive Function; Short Term Memory; Classroom Assessment Scoring System; Early Childhood Longitudinal Survey; Woodcock Johnson Tests of Achievement; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Public school; Öffentliche Schule; Teacher student relationships; Lehrer-Schüler-Beziehung; Erzieher; Erzieherin; Kindergärtnerin; Klassenklima; Unterrichtsklima; Gefühlsbildung; Soziale Entwicklung; Kurzzeitgedächtnis
Abstract	The present study reports associations between features of directly observed classroom processes and school readiness skills across the academic year for 1498 children enrolled in publicly funded pre-K programs in a large and diverse county. In models adjusting for a range of child and family covariates, evidence was detected for the separate, and on occasion additive, associations of several classroom process features with children's skills -- overall quality of teacher-student interaction, teachers' direct involvement in educational activities, the rigor of those activities in terms of difficulty, and children's exposure to academic content. Associations were not widespread or large, and overall children's performance appeared to increase modestly when classrooms were more educationally focused and structured, and teachers were supportive and responsive as they were involved with children. Results are discussed in light of efforts to improve the benefits of pre-K programs on children's learning. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01