Social Relationships and School Readiness

Autor/inn/en	Mashburn, Andrew J.; Pianta, Robert C.
Titel	Social Relationships and School Readiness
Quelle	In: Early Education and Development, 17 (2006) 1, S.151-176 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1207/s15566935eed1701_7
Schlagwörter	School Readiness; Interpersonal Relationship; Young Children; Interaction; Environmental Influences; Social Development; Intervention; Parent Child Relationship; Teacher Student Relationship; Peer Relationship; Parent Teacher Cooperation + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Frühe Kindheit; Interaktion; Environmental influence; Umwelteinfluss; Soziale Entwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung
Abstract	Definitions of school readiness tend to focus on social and academic competencies that children are presumed to need to start school ready to learn. However, a child-focused definition of school readiness is limited because it neither identifies processes that lead children to acquire these competencies, nor does it recognize children's dependence on opportunities within settings that support development of these competencies. The model of school readiness presented in this article broadly defines school readiness as a function of an organized system of interactions and transactions among people (children, teachers, parents, and other caregivers), settings (home, school, and child care), and institutions (communities, neighborhoods, and governments). We propose that the primary mechanisms through which children acquire readiness-related competencies are social relationships children form with peers, parents, and teachers. This perspective on school readiness, emphasizing the mediating role of relational processes, offers guidance for designing interventions to improve school readiness through strengthening relationships between parents and children, parents and teachers, and teachers and children. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10