Academic Competence in Preschool: Exploring the Role of Close Relationships and Anxiety

Autor/in	Wood, Jeffrey J.
Titel	Academic Competence in Preschool: Exploring the Role of Close Relationships and Anxiety
Quelle	In: Early Education and Development, 18 (2007) 2, S.223-242 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409280701282868
Schlagwörter	Preschool Teachers; Peer Acceptance; School Readiness; Preschool Curriculum; Preschool Children; Attachment Behavior; Anxiety; Parent Child Relationship; Psychological Patterns; Social Influences; Parent Attitudes; Mothers; Trust (Psychology); Teacher Attitudes; Personality Traits; Academic Ability; Competence; Correlation; Peer Relationship + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Attachment; Bindungsverhalten; Angst; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Sozialer Einfluss; Elternverhalten; Mother; Mutter; Lehrerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Kompetenz; Korrelation; Peer-Beziehungen
Abstract	This study tested a conceptual model of a psychosocial pathway to academic competence in preschool. Developmental theory and research with older children suggest that social and psychological factors could have a significant impact on young children's learning and school readiness. Children in 3 preschool classrooms (N = 31) participated. Mothers' perceptions of their children as more or less trusting and secure at age 3 years were rated on the Attachment Behavior Q-Set (Waters, 1987). Sociometric ratings were collected from classmates 1 year later through individual picture interviews. Preschool teachers rated children's academic competence and trait anxiety. Attachment Behavior Q-Set scores at age 3 were associated with teacher ratings of academic competence the following year (ages 4-5 years). However, this effect was mediated by 2 intervening psychosocial variables: anxiety and peer acceptance. Early secure attachment to parents may (a) potentiate less anxiety, removing emotional barriers to learning; and (b) enhance positive relationships with peers, perhaps motivating children to engage more in the preschool curriculum and leading to relatively greater academic competence. Adopting preschool curricula that foster positive peer relationships, anxiety regulation skills, and supportive parent-child relationships could indirectly enhance preschool children's academic competence and school readiness. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10