Preschool Contexts and Teacher Interactions: Relations with School Readiness

Autor/inn/en	Goble, Priscilla; Hanish, Laura D.; Martin, Carol Lynn; Eggum-Wilkens, Natalie D.; Foster, Stacie A.; Fabes, Richard A.
Titel	Preschool Contexts and Teacher Interactions: Relations with School Readiness
Quelle	27 (2016) 5, S.623-641 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/10409289.2016.1111674
Schlagwörter	Preschool Children; Preschool Education; Educational Environment; School Readiness; Teacher Student Relationship; Preschool Teachers; Mexican Americans; Mexicans; Low Income Students; Context Effect; Skill Development; Academic Achievement; Interpersonal Competence; Vocabulary Development; Mathematics Skills; Outcomes of Education; Predictor Variables; Observation; Experience; Intelligence Tests; Verbal Ability; Achievement Tests; Path Analysis; Time on Task; Urban Schools; Child Behavior; Rating Scales; Student Adjustment; Questionnaires; Child Development; Student Centered Learning; Arizona; Arizona (Phoenix); Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Readiness for school; School ability; Schulreife; Teacher student relationships; Lehrer-Schüler-Beziehung; Erzieher; Erzieherin; Kindergärtnerin; Hispanoamerikaner; Mexikaner; Kompetenzentwicklung; Qualifikationsentwicklung; Schulleistung; Interpersonale Kompetenz; Wortschatzarbeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernleistung; Schulerfolg; Prädiktor; Beobachtung; Erfahrung; Intelligence test; Intelligenztest; Mündliche Leistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Pfadanalyse; Zeitaufwand; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rating-Skala; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Fragebogen; Kindesentwicklung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	The majority of early education programs promote children's learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children's experiences with teachers in these contexts as they relate to children's skill development. Participants were preschool children (N = 283, M age = 52 months, 48% girls, 70% Mexican or Mexican American) from families of a lower socioeconomic status. Observations captured children's time in child- and teacher-managed contexts and experiences with teachers in each context. School readiness was assessed directly and through teacher reports. Research Findings: Time spent in teacher-managed contexts was positively related to children's academic and social skill development. Experiences in child-managed context predicted vocabulary, math, and social skills when teachers were directly involved with children. Overall, the findings suggest that teacher engagement is related to positive outcomes even during child-managed activities. Practice or Policy: Given these findings, preservice and professional development programs for early childhood educators should have a component that focuses on how to enhance the teacher's role during child-managed activities. [This article was published in "Early Education and Development," v27 n5 p623-641 2016 (EJ1103937).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01