Classroom Academic and Social Context: Relationships among Emergent Literacy, Behavioural Functioning and Teacher Curriculum Goals in Kindergarten

Autor/inn/en	Massetti, Greta M.; Bracken, Stacey Storch
Titel	Classroom Academic and Social Context: Relationships among Emergent Literacy, Behavioural Functioning and Teacher Curriculum Goals in Kindergarten
Quelle	In: Early Child Development and Care, 180 (2010) 3, S.359-375 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
Schlagwörter	Kindergarten; Preschool Teachers; Teacher Attitudes; Teaching Methods; Educational Objectives; Preschool Curriculum; Multivariate Analysis; Skill Development; Social Development; Self Esteem; Emergent Literacy; Student Behavior; Behavior Problems; Peer Relationship; Young Children; Low Income Groups; New York + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Educational objective; Bildungsziel; Erziehungsziel; Multivariate Analyse; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Self-esteem; Selbstaufmerksamkeit; Frühleseunterricht; Student behaviour; Schülerverhalten; Peer-Beziehungen; Frühe Kindheit
Abstract	The teaching beliefs and classroom practices of 54 kindergarten teachers were assessed using a Q-sort measure. Cluster analysis of the Q-sort responses revealed four instructional approaches that differed in their focus on literacy skills, social development and self-esteem. In addition, measures of emergent literacy skills, classroom behaviour and peer relationships were obtained for 162 low-income children attending these kindergarten classrooms. Children in classrooms emphasising emergent literacy skills demonstrated greater mastery of such skills than did children in classrooms emphasising social development. Moreover, literacy skill-focused teachers also reported fewer disruptive behaviour and peer problems among these children. These findings highlight the importance of integrating an emphasis on emergent literacy development into kindergarten curricula for promoting literacy development among low-income children, and also suggest that children's rates of problem behaviour may vary under different curricular approaches. (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