Typology of Emotional and Behavioral Adjustment for Low-Income Children: A Child-Centered Approach

Autor/inn/en	Bulotsky-Shearer, Rebecca J.; Fantuzzo, John W.; McDermott, Paul A.
Titel	Typology of Emotional and Behavioral Adjustment for Low-Income Children: A Child-Centered Approach
Quelle	In: Journal of Applied Developmental Psychology, 31 (2010) 2, S.180-191 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2009.12.002
Schlagwörter	Preschool Children; Classification; Withdrawal (Psychology); Adjustment (to Environment); Low Income Groups; Student Adjustment; Urban Schools; Poverty; Emotional Development; Student Behavior; Aggression; Behavior Problems; Attention; Antisocial Behavior; Peer Relationship; Teacher Student Relationship; Teaching Methods; Age Differences; Special Needs Students; Predictor Variables + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Classification system; Klassifikation; Klassifikationssystem; Rückzugsverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Gefühlsbildung; Student behaviour; Schülerverhalten; Aufmerksamkeit; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Age; Difference; Age difference; Altersunterschied; Sonderpädagogischer Förderbedarf; Prädiktor
Abstract	An empirical typology of classroom emotional and behavioral adjustment was developed for preschool children living in urban poverty. Multistage hierarchical cluster analyses were applied to identify six distinct and reliable subtypes of classroom adjustment, differentiated by high and low levels of behavioral (aggressive, inattentive, oppositional, withdrawn/low energy, socially reticent) and situational adjustment (structured learning, peer interactions, and teacher interactions). Differences among profile types were found across child age, special needs status, and peer social and classroom learning outcomes. Patterns of overactive behavior with problems in socially-mediated learning situations predicted peer disruption. Patterns of withdrawn behavior, and problems in socially-mediated and teacher-directed learning situations predicted peer disconnection and poor learning outcomes. More resilient patterns were associated with older age, lower percentage of special needs, and higher readiness outcomes. Implications of the findings to extend prior research and to inform strategic early identification and mental health intervention are discussed. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10