Literaturnachweis - Detailanzeige
Autor/inn/en | Bailey, Jhonelle; Bulotsky-Shearer, Rebecca J. |
---|---|
Titel | Learning Behaviors Mediate Associations between Parent-Reported Peer Play Skills and Literacy and Mathematics Skills for Low-Income Preschool Children |
Quelle | In: Early Education and Development, 33 (2022) 3, S.523-540 (18 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Bailey, Jhonelle) ORCID (Bulotsky-Shearer, Rebecca J.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-9289 |
DOI | 10.1080/10409289.2021.1904625 |
Schlagwörter | Low Income Students; Preschool Children; Disadvantaged Youth; Preschool Education; Peer Relationship; Play; Reading Skills; Mathematics Skills; Language Skills; Learning Strategies; Student Behavior; Urban Areas; Interaction; Parent Attitudes; English; Spanish; Florida; Language Assessment Scales; Woodcock Johnson Tests of Achievement; Woodcock Munoz Language Survey Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Peer-Beziehungen; Spiel; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Student behaviour; Schülerverhalten; Urban area; Stadtregion; Interaktion; Elternverhalten; English language; Englisch; Spanisch |
Abstract | Research Findings: Peer play interactions are important contexts for supporting early learning both at home and at school for preschool children from low-income backgrounds. The current study used structural equation modeling to examine whether teacher-reported learning behaviors in the classroom mediated the relationship between parent-reported peer play skills in the home and direct assessments of language, literacy, and mathematics skills in a diverse sample of 680 Head Start preschoolers across 53 classrooms. Disconnected and disruptive play skills in the home were negatively associated with learning behaviors and language/literacy and mathematics skills. Additionally, learning behaviors mediated the relationship between disruptive play skills in the home and academic skills. Practice or Policy: Implications for strengthening parent teacher partnerships and program-wide interventions are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |