Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade |
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Authors: | Rebecca J Bulotsky-Shearer John W Fantuzzo |
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Institution: | a University of Miami, Department of Psychology, Child Division, 5665 Ponce de Leon Blvd, Coral Gables, FL 33124-0751, USA b University of Pennsylvania, Graduate School of Education, 3700 Walnut Street Philadelphia, PA 19104-6216, USA |
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Abstract: | Relations between classroom behavior problems early in the preschool year and elementary school literacy and language outcomes were examined for an entire cohort of four-year-old Head Start children (N = 2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the preschool year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills. |
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Keywords: | Preschool Low-income Early childhood transition School readiness Literacy outcomes Head Start Classroom behavior problems Classroom learning contexts Developmental-ecological model Cross-classified random effects model |
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