Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills

Autor/inn/en	Mashburn, Andrew J.; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Barbarin, Oscar A.; Bryant, Donna; Burchinal, Margaret; Early, Diane M.; Howes, Carollee
Titel	Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills
Quelle	In: Child Development, 79 (2008) 3, S.732-749 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2008.01154.x
Schlagwörter	Preschool Children; Preschool Education; Skill Development; Language Skills; Interpersonal Competence; Academic Ability; Educational Quality; Teacher Student Relationship; School Readiness; Classroom Environment; Program Evaluation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Language skill; Sprachkompetenz; Interpersonale Kompetenz; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Readiness for school; School ability; Schulreife; Klassenklima; Unterrichtsklima; Programme evaluation; Programmevaluation
Abstract	This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10