A Longitudinal Examination of Young Children's Learning Behavior: Child-Level and Classroom-Level Predictors of Change throughout the Preschool Year

Autor/inn/en	Dominguez, Ximena; Vitiello, Virginia E.; Maier, Michelle F.; Greenfield, Daryl B.
Titel	A Longitudinal Examination of Young Children's Learning Behavior: Child-Level and Classroom-Level Predictors of Change throughout the Preschool Year
Quelle	In: School Psychology Review, 39 (2010) 1, S.29-47 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Shyness; School Readiness; Student Behavior; Preschool Children; Predictor Variables; Longitudinal Studies; Student Adjustment; Personality Traits; Classroom Environment; Age Differences; Developmental Stages; Gender Differences; At Risk Students; Early Intervention; Minority Group Children; Aggression; Student Needs; Hyperactivity; Withdrawal (Psychology); Emotional Response + Suchen Sie Ihr Suchwort? Schüchternheit; Readiness for school; School ability; Schulreife; Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Klassenklima; Unterrichtsklima; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Hyperaktivität; Rückzugsverhalten; Emotionales Verhalten
Abstract	The studies presented in this article longitudinally examined preschool children's learning behavior, which has received increased attention in recent years because of its positive influence on school readiness. The first study used a statewide database (N = 23,434) to examine whether and how learning behavior changed over time. The second study (N = 275) examined whether children's behavioral adjustment and classroom quality significantly predicted learning behavior baseline scores (learning behavior at the beginning of the preschool year) and rates of change throughout the year. Results from both studies indicated that children's learning behavior became more adaptive throughout the year. Results from the second study suggested that children's shyness was negatively associated with baseline scores and classroom organization was positively associated with rates of change over time. These findings highlight the importance of identifying children who exhibit underactive behavior such as shyness, as well as the potential role classroom quality may play in fostering adaptive learning behavior. (Contains 3 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10