Ethnic Differences in Social-Emotional Development in Preschool: The Impact of Teacher Child Relationships and Classroom Quality

Autor/inn/en	Graves, Scott L., Jr.; Howes, Carollee
Titel	Ethnic Differences in Social-Emotional Development in Preschool: The Impact of Teacher Child Relationships and Classroom Quality
Quelle	In: School Psychology Quarterly, 26 (2011) 3, S.202-214 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-3830
DOI	10.1037/a0024117
Schlagwörter	Classroom Environment; Teacher Characteristics; Preschool Education; Preschool Children; Context Effect; Social Development; Emotional Development; Interpersonal Competence; Behavior Problems; Males; Ethnicity; Differences; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Soziale Entwicklung; Gefühlsbildung; Interpersonale Kompetenz; Male; Männliches Geschlecht; Ethnizität; Unterscheiden; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Drawing from the National Center for Early Development and Learning (NCEDL) Multi-State Study of Prekindergarten and the State-Wide Early Education Programs Study (SWEEP), this study examined the effects of classroom and teacher variables on social-emotional development in prekindergarten. Results indicated that prekindergarten teachers rated males significantly higher in behavioral problems and lower in social competence than females. However, when teacher-child ethnic match was taken into consideration these differences were not present. In contrast to existing evidence, African American males in particular were no more likely to have teachers who report behavior problems than their Latino and White male peers. Implications for the prevention of behavioral problems are discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10