Learning Behaviors Mediate Associations between Parent-Reported Peer Play Skills and Literacy and Mathematics Skills for Low-Income Preschool Children

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01