Children's Individual Experiences in Early Care and Education: Relations with Overall Classroom Quality and Children's School Readiness

Autor/inn/en	Jeon, Hyun-Joo; Langill, Carolyn C.; Peterson, Carla A.; Luze, Gayle J.; Carta, Judith J.; Atwater, Jane B.
Titel	Children's Individual Experiences in Early Care and Education: Relations with Overall Classroom Quality and Children's School Readiness
Quelle	In: Early Education and Development, 21 (2010) 6, S.912-939 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	School Readiness; Disabilities; Preschool Children; Early Childhood Education; Socioeconomic Influences; Teacher Characteristics; Racial Differences; Age Differences; Peer Relationship; Teacher Student Relationship; Emergent Literacy; Language Skills; Correlation; Classroom Environment; Longitudinal Studies; Low Income Groups; Observation; Factor Analysis; Small Group Instruction; Educational Quality; Child Care; Family Influence; Spanish Speaking; Questionnaires; Early Childhood Environment Rating Scale; Peabody Picture Vocabulary Test; Social Skills Rating System; Student Teacher Relationship Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Handicap; Behinderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sozioökonomischer Faktor; Rassenunterschied; Age; Difference; Age difference; Altersunterschied; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Frühleseunterricht; Language skill; Sprachkompetenz; Korrelation; Klassenklima; Unterrichtsklima; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beobachtung; Faktorenanalyse; Quality of education; Bildungsqualität; Kinderfürsorge; Kinderbetreuung; Fragebogen
Abstract	This study examined relations among children's individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55-70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research Findings: Individual children in classrooms with small group sizes had higher quality individual experiences even though global classroom quality was not necessarily better. Higher levels of global classroom quality did not ensure that every child in the classroom was engaged fully in available interactions and activities. Children with disabilities were generally enrolled in classrooms with higher global quality and had higher quality individual experiences than those without disabilities; however, children without disabilities enrolled in these inclusive classrooms did not necessarily have a higher level of individual experiences than those in non-inclusive classrooms. Children's individual experiences and the global quality of their classrooms were associated with their social skills. Only the quality of children's individual experiences was found to be related to the quality of their relationships with teachers. Practice or Policy: Ratings of children's individual experiences provide information beyond that provided by global ratings of classroom quality and have potential for informing efforts to individualize educational programs. (Contains 1 footnote and 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10