Behavioral and Cognitive Readiness for School: Cross-Domain Associations for Children Attending Head Start

Autor/inn/en	Bierman, Karen L.; Torres, Marcela M.; Domitrovich, Celene E.; Welsh, Janet A.; Gest, Scott D.
Titel	Behavioral and Cognitive Readiness for School: Cross-Domain Associations for Children Attending Head Start
Quelle	In: Social Development, 18 (2009) 2, S.305-323 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2008.00490.x
Schlagwörter	School Readiness; Preschool Children; Disadvantaged Youth; Preschool Education; Cognitive Development; Student Participation; Class Activities; Prosocial Behavior; Aggression + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Benachteiligter Jugendlicher; Kognitive Entwicklung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	Utilizing a diverse sample of 356 four-year-old children attending Head Start, this study examined the degree to which behavioral aspects of school readiness, including classroom participation, prosocial behavior, and aggression control were related to direct assessments of child cognitive readiness (academic knowledge, executive function skills) at the start of the prekindergarten year. Classroom participation and prosocial behavior each accounted for unique variance in cognitive readiness. Aggressive behavior, in contrast, was not correlated with academic knowledge, and was associated with low levels of executive function skills. In multiple regressions, aggressive behavior paradoxically enhanced the prediction of child cognitive readiness. Profile analyses strengthened the conclusion that the promotion of competencies associated with classroom participation and prosocial behavior may be particularly critical to cognitive readiness in prekindergarten. Implications are discussed for developmental models of school readiness and preschool classroom practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10