Long-Term Effect of Early Relationships for African American Children's Academic and Social Development: An Examination from Kindergarten to Fifth Grade

Autor/inn/en	Iruka, Iheoma U.; Burchinal, Margaret; Cai, Karen
Titel	Long-Term Effect of Early Relationships for African American Children's Academic and Social Development: An Examination from Kindergarten to Fifth Grade
Quelle	In: Journal of Black Psychology, 36 (2010) 2, S.144-171 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0095-7984
DOI	10.1177/0095798409353760
Schlagwörter	African American Children; Behavior Problems; Mothers; Academic Achievement; Achievement Tests; Kindergarten; Preschool Teachers; Grade 5; Social Development; Elementary School Students; Parent Child Relationship; Teacher Student Relationship; Ethnicity; Racial Factors; Predictor Variables; Standardized Tests; Interpersonal Competence + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Mother; Mutter; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; School year 05; 5. Schuljahr; Schuljahr 05; Soziale Entwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnizität; Prädiktor; Standadised tests; Standardisierter Test; Interpersonale Kompetenz
Abstract	This study investigates the extent to which the quality of the relationships between African American children and their mothers and teachers in kindergarten predict academic and social development during elementary school years using the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. The role of prior center care and the ethnicity of the kindergarten teacher were also examined as moderators. Hierarchical linear modeling indicated that a close relationship with mothers during kindergarten predicted children's academic skill on standardized achievement tests and mother-rated social skills, whereas a close relationship with the kindergarten teachers predicted mother- and teacher-rated social skills and teacher-rated behavior problems. Teacher ethnicity moderated the association between conflict with the kindergarten teacher and subsequent behavior problems. The possible implications of these findings for African American children's academic and social success are discussed. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10