Preschool Interactive Peer Play Mediates Problem Behavior and Learning for Low-Income Children

Autor/inn/en	Bulotsky-Shearer, Rebecca J.; Bell, Elizabeth R.; Romero, Sandy L.; Carter, Tracy M.
Titel	Preschool Interactive Peer Play Mediates Problem Behavior and Learning for Low-Income Children
Quelle	In: Journal of Applied Developmental Psychology, 33 (2012) 1, S.53-65 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2011.09.003
Schlagwörter	Play; Structural Equation Models; Disadvantaged Youth; Organizations (Groups); Behavior Problems; Low Income Groups; Early Childhood Education; Outcomes of Education; Teacher Student Relationship; Peer Influence; Research and Development; Theory Practice Relationship; Urban Youth; Poverty; Federal Programs; Preschool Children + Suchen Sie Ihr Suchwort? Spiel; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Forschung und Entwicklung; Theorie-Praxis-Beziehung; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Armut; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The study employed a developmental, ecological, and resiliency framework to examine whether interactive peer play competencies mediated associations between teacher reported problem behavior and learning outcomes for a representative sample of urban low-income children (N = 507 across 46 Head Start classrooms). Structural equation models provided evidence for full mediation, whereby associations between internalizing and externalizing problem behavior and learning outcomes were fully explained through their effects on interactive peer play skills. An alternate model was also tested (whether problem behavior mediated the effects of interactive peer play on spring learning outcomes); however, this alternate model was not supported in these data. A third model testing whether mediation was conditional on child sex was also not supported. Implications for developmental theory, research, and practice are discussed as they relate to opportunities to build on children's strengths and promote learning within early childhood educational programs serving children living in urban poverty. (Contains 2 figures and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10