Predicting First Graders' Social Competence from Their Preschool Classroom Interpersonal Context

Autor/inn/en	Spivak, Asha Leah; Farran, Dale C.
Titel	Predicting First Graders' Social Competence from Their Preschool Classroom Interpersonal Context
Quelle	In: Early Education and Development, 27 (2016) 6, S.735-750 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1138825
Schlagwörter	Predictor Variables; Elementary School Students; Grade 1; Interpersonal Competence; Preschool Children; Prior Learning; Transfer of Training; Public Schools; Low Income Students; Social Behavior; Behavior Problems; Child Behavior; Multivariate Analysis; Prosocial Behavior; Peer Relationship; Child Development; Social Development; Rating Scales; Statistical Analysis + Suchen Sie Ihr Suchwort? Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorkenntnisse; Training; Transfer; Ausbildung; Public school; Öffentliche Schule; Social behaviour; Soziales Verhalten; Multivariate Analyse; Peer-Beziehungen; Kindesentwicklung; Soziale Entwicklung; Rating-Skala; Statistische Analyse
Abstract	Research Findings: This study investigates contributions of the preschool classroom interpersonal environment to students' social competence in 1st grade. Participants were 862 ethnically/racially diverse children who attended public preschool classrooms serving low-income families. Systematic observations of 60 classrooms occurred across the preschool year and quantified teacher and student behaviors. Preschool and 1st-grade teachers provided reports of children's social behavior. First-grade teachers also assessed children's problem behaviors. Multilevel analyses indicated that at the end of 1st grade, students who experienced preschool settings with teachers who displayed more approving behavior, less disapproving behavior, and more positive emotional tone showed significant gains in positive social behavior and lower rates of problem behavior, even after students' social skills at preschool entry were controlled. Greater gains in positive social behavior and fewer problem behaviors in 1st grade were also predicted by immersion in preschool classrooms that had more positive and cooperative interactions among peers. Practice or Policy: Universal preschool is a policy under consideration nationally and locally, with social competence often listed as an important goal. This study indicates that even in the absence of a particular social-emotional curriculum, preschool teachers' behaviors and interactions among their students may have lasting implications for children's social development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01