Behavior Problems in Learning Activities and Social Interactions in Head Start Classrooms and Early Reading, Mathematics, and Approaches to Learning

Autor/inn/en	Bulotsky-Shearer, Rebecca J.; Fernandez, Veronica; Dominguez, Ximena; Rouse, Heather L.
Titel	Behavior Problems in Learning Activities and Social Interactions in Head Start Classrooms and Early Reading, Mathematics, and Approaches to Learning
Quelle	In: School Psychology Review, 40 (2011) 1, S.39-56 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Urban Schools; Behavior Problems; School Readiness; Early Reading; Disadvantaged Youth; Correlation; Peer Relationship; Teacher Student Relationship; Age Differences; Gender Differences; Racial Differences; Predictor Variables; Reading Skills; Mathematics Skills; Student Motivation; Attention; Time on Task; Student Attitudes; Self Control; Student Behavior; Classroom Environment + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Readiness for school; School ability; Schulreife; Frühlesen; Benachteiligter Jugendlicher; Korrelation; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Rassenunterschied; Prädiktor; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schulische Motivation; Aufmerksamkeit; Zeitaufwand; Schülerverhalten; Selbstbeherrschung; Student behaviour; Klassenklima; Unterrichtsklima
Abstract	Relations between early problem behavior in preschool classrooms and a comprehensive set of school readiness outcomes were examined for a stratified random sample (N = 256) of 4-year-old children enrolled in a large, urban school district Head Start program. A series of multilevel models examined the unique contribution of early problem behavior in structured learning activities, peer interactions, and teacher interactions to reading, mathematics, and approaches to learning at the end of the year, accounting for child demographic variables (child age, sex, and ethnicity). Early problem behavior in structured learning activities consistently predicted lower academic outcomes (early reading and mathematics ability) as well as lower motivation, attention, and persistence in academically focused tasks. Early problem behavior in peer situations predicted lower attitude toward learning, reflecting children's difficulties self-regulating and engaging appropriately in socially mediated classroom learning activities. Implications for intervention within early childhood educational programs serving low-income children are discussed. (Contains 4 tables.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10