Using an Individualized Observational Measure to Understand Children's Interactions in Underserved Kindergarten Classrooms

Autor/inn/en	Kim, Helyn; Cameron, Claire E.; Kelly, Cara A.; West, Hall; Mashburn, Andrew J.; Grissmer, David W.
Titel	Using an Individualized Observational Measure to Understand Children's Interactions in Underserved Kindergarten Classrooms
Quelle	In: Journal of Psychoeducational Assessment, 37 (2019) 8, S.935-956 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Kim, Helyn) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282918819579
Schlagwörter	Preschool Children; Interaction; Teacher Student Relationship; Peer Relationship; Behavior Problems; Kindergarten; Low Income Students; Interpersonal Competence; Student Behavior; Scores; After School Programs; Social Development; Emotional Development; Program Effectiveness; Classroom Assessment Scoring System; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Interpersonale Kompetenz; Student behaviour; Schülerverhalten; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Soziale Entwicklung; Gefühlsbildung
Abstract	This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age = 5.53 years) in 11 classrooms in four schools from a low-income community. We had three aims: (a) examine the inCLASS' applicability in this new sample, (b) examine associations with teacher reports of children's social skills and learning behaviors, and (c) identify characteristics at the time point, child, and classroom levels that contribute to inCLASS scores. We found limited variability in scores for each of the four inCLASS domains, with scores related to teacher reports of children's skills as expected. Children's inCLASS scores were highly variable from one observation time point to the next, and time point, child, and classroom characteristics differentially contributed to their scores. Implications for observational assessment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06