Preschoolers' Vocabulary Skills and Inhibitory Control: The Role of Classroom Engagement

Autor/inn/en	Yang, Qingqing; Purtell, Kelly M.
Titel	Preschoolers' Vocabulary Skills and Inhibitory Control: The Role of Classroom Engagement
Quelle	In: Early Education and Development, 34 (2023) 5, S.1109-1127 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Qingqing) ORCID (Purtell, Kelly M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2105625
Schlagwörter	Preschool Children; Preschool Education; Vocabulary Development; Inhibition; Self Control; Interpersonal Relationship; Learning Activities; Learner Engagement; Time on Task; Conflict; Student Behavior; Woodcock Johnson Psycho Educational Battery; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatzarbeit; Hemmung; Selbstbeherrschung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernaktivität; Zeitaufwand; Konflikt; Student behaviour; Schülerverhalten
Abstract	Research Findings: Preschoolers' vocabulary skills and inhibitory control have been demonstrated critical for later school success; however, the ways in which the individual classroom experiences dynamically interchange with these skills is still unclear. In this paper, we examine the role of children's individual engagement with teachers, peers, and tasks in facilitating children's skill development across the school year. Using a sample of 895 preschoolers across 223 classrooms drawn from the Professional Development Study, the current study examined engagement as both outcomes of children's vocabulary and inhibitory control in the fall of the preschool year and as mediators of linkages between them across the preschool year. Results suggested that vocabulary skills and inhibitory control each shape different aspects of classroom engagement. Children's vocabulary was associated with positive engagement with teachers and peers, whereas inhibitory control was associated with positive task engagement and negative engagement. We also found that negative engagement as composited by conflicts with teachers and peers and off-task behaviors mediated the association between fall inhibitory control with spring vocabulary and inhibitory control. Practice or Policy: Together, these findings suggest the critical role of individual classroom experiences in explaining children's vocabulary and inhibitory control development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01