Caregiver Responsiveness during Preschool Supports Cooperation in Kindergarten: Moderation by Children's Early Compliance

Autor/inn/en	Pratt, Megan E.; Lipscomb, Shannon T.; McClelland, Megan M.
Titel	Caregiver Responsiveness during Preschool Supports Cooperation in Kindergarten: Moderation by Children's Early Compliance
Quelle	In: Early Education and Development, 27 (2016) 4, S.421-439 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1090767
Schlagwörter	Preschool Children; Compliance (Psychology); Parent Attitudes; Toddlers; Observation; Child Care; Early Childhood Education; Cooperation; Student Behavior; Kindergarten; Skill Development; Age Differences; Stimulation; Environmental Influences; Emotional Response; Longitudinal Studies; Coding; Interpersonal Competence; Family Characteristics; Student Characteristics; Hypothesis Testing; Statistical Analysis; Family Environment; Home Observation for Measurement of Environment; Social Skills Rating System + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Elternverhalten; Infant; Infants; Toddler; Kleinkind; Beobachtung; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Co-operation; Kooperation; Student behaviour; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Age; Difference; Age difference; Altersunterschied; Environmental influence; Umwelteinfluss; Emotionales Verhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Codierung; Programmierung; Interpersonale Kompetenz; Hypothesenprüfung; Hypothesentest; Statistische Analyse; Familienmilieu
Abstract	Research Findings: The current study examined how children's parent-reported compliance at age 3 (36 months) moderated the effects of 2 dimensions of directly observed early care and education (ECE) process quality (positivity/responsivity and cognitive stimulation) during the prekindergarten year (54 months) on teacher reports of children's classroom cooperation in the fall of kindergarten. Compliance at 36 months and cooperation in kindergarten are operationalized as overt, behavioral aspects of self-regulation as appraised by parents and teachers. The sample consisted of 996 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development who attended formal or informal ECE settings during the prekindergarten year. Results indicated that children with low compliance at age 3 tend to demonstrate stronger cooperation skills by kindergarten when they experience more positivity/responsivity from their ECE caregivers. Main effects of positivity/responsivity and cognitive stimulation on classroom cooperation were not detected for the overall sample. Practice or Policy: The discussion addresses the importance of preparing and empowering ECE providers to help young children who enter the preschool period struggling with behavioral aspects of self-regulation, such as compliance, to improve these skills through positive and responsive caregiving. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01