A Multilevel Model of Child- and Classroom-Level Psychosocial Factors that Support Language and Literacy Resilience of Children in Head Start

Autor/inn/en	Maier, Michelle F.; Vitiello, Virginia E.; Greenfield, Daryl B.
Titel	A Multilevel Model of Child- and Classroom-Level Psychosocial Factors that Support Language and Literacy Resilience of Children in Head Start
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 1, S.104-114 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.06.002
Schlagwörter	Resilience (Psychology); Personality Traits; Disadvantaged Youth; Child Health; Risk; Classroom Environment; Language Skills; Models; Literacy; Poverty; Academic Achievement; Educational Quality; Prediction; Correlation; Intervention; Child Development; Social Development; Emotional Development + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Benachteiligter Jugendlicher; Risiko; Klassenklima; Unterrichtsklima; Language skill; Sprachkompetenz; Analogiemodell; Alphabetisierung; Schreib- und Lesefähigkeit; Armut; Schulleistung; Quality of education; Bildungsqualität; Vorhersage; Korrelation; Kindesentwicklung; Soziale Entwicklung; Gefühlsbildung
Abstract	Early exposure to the multiple risk factors associated with poverty is related to an elevated risk for academic difficulty. Therefore, it is important to promote academic resilience as early as possible and to identify factors that support resilience. Given the positive relation between early language skills and later academic outcomes, examining resilience in the domain of language and literacy is critical. Both exposure to a high-quality classroom environment and early child psychosocial strengths may serve as protective or promotive factors for low-income children, reducing the risk of poor language and literacy outcomes. Using a sample of 275 preschoolers from 29 Head Start classrooms, the current study examined the relations among teacher-reported child-level psychosocial strengths, observed classroom process quality, and growth in language and literacy. Furthermore, whether child and classroom factors had an additive or an interactive effect on outcomes was also investigated. Results indicated that child-level psychosocial strengths predicted initial levels of language and literacy, and classroom organization predicted growth. Results are discussed in terms of understanding how malleable child- and classroom-level factors are associated with language and literacy outcomes and emphasize the importance of intervening early on in young children's learning trajectories. (Contains 3 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10