Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness above Preschool Classroom Quality

Autor/inn/en	Sabol, Terri J.; Bohlmann, Natalie L.; Downer, Jason T.
Titel	Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness above Preschool Classroom Quality
Quelle	In: Child Development, 89 (2018) 2, S.556-576 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12832
Schlagwörter	Low Income; Child Development; School Readiness; Preschool Education; Educational Quality; Teacher Student Relationship; Literacy; Peer Relationship; Self Control; Conflict; Preschool Teachers; Student Diversity; Ethnicity; Race; Language Skills; Predictor Variables; Young Children + Suchen Sie Ihr Suchwort? Niedriglohn; Kindesentwicklung; Readiness for school; School ability; Schulreife; Pre-school education; Vorschulerziehung; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Peer-Beziehungen; Selbstbeherrschung; Konflikt; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Ethnizität; Rasse; Abstammung; Language skill; Sprachkompetenz; Prädiktor; Frühe Kindheit
Abstract	This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low-income, racially/ethnically diverse 4-year-old children in 49 preschool classrooms in one medium-sized U.S. city. Results indicated that children's positive engagement with (a) teachers related to improved literacy skills; (b) peers related to improved language and self-regulatory skills; and (c) tasks related to closer relationships with teachers. Children's negative engagement was associated with lower language, literacy, and self-regulatory skills, and more conflict and closeness with teachers. Effect sizes were small to medium in magnitude, and some expected relations between positive engagement and school readiness were not found. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01