Showing papers in "Early Education and Development in 2014"
TL;DR: In this article, the authors investigated whether active play during recess was associated with self-regulation and academic achievement in a pre-kindergarten sample and found that higher active play is associated with better selfregulation.
Abstract: Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path analyses indicated that higher active play was associated with better self-regulation, which in turn was associated with higher scores on early reading and math assessments. Practice or Policy: Results point to the benefits of active play for promoting self-regulation and offer insight into possible interventions designed to promote self-regulation and academic achievement.
178 citations
TL;DR: In this paper, the authors investigated the relationship between child behavior problems and classroom emotional climate and found that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring.
Abstract: Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior problems and classroom emotional climate. Data came from 2 low-income samples. Ordinary least squares regression revealed that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring. Teacher stress was nonlinearly related to classroom emotional climate in the spring: Moderate levels of teacher stress were associated with higher (i.e., more positive) classroom emotional climates, and low and high levels of teacher stress were associated with lower classroom emotional climates. Contrary to expectations, higher le...
159 citations
TL;DR: The authors investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers and found significant positive relationships for teacher ratings and observed behavioral selfregulation for early math and literacy skills.
Abstract: Research Findings: The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child Behavior Rating Scale), an observer report (the Observed Child Engagement Scale), and a direct assessment (the Head–Toes–Knees–Shoulders task) relate to early math and literacy skills. The sample consisted of 247 children from 31 preschool classrooms. Trained research assistants observed a subsample of 104 children. Results indicated significant positive relationships for teacher-rated and directly assessed behavioral self-regulation for early math and literacy skills. Teacher ratings were the strongest predictors of literacy, and the direct assessment emerged as the strongest predictor of math. Observed behavioral self-regulation was not significantly related to either academic domain. Practice or Policy: Discussion focuses on the domain specifi...
114 citations
TL;DR: In this paper, 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment.
Abstract: Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant/Toddler Environment Rating Scale–Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher level...
105 citations
TL;DR: The authors explored the association between the home literacy environment (HLE), conceptualized as comprising parents' reading beliefs and home literacy practices, and preschoolers' reading skills and reading interest, and identified factors in the HLE that predict emerging reading competence and motivation to read.
Abstract: Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents’ reading beliefs and home literacy practices, and preschoolers’ reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to read. A total of 193 children age 6 years from 14 preschools across Singapore and their parents participated in the study. The parents completed a reading belief inventory, a family literacy activity inventory, and a demographic questionnaire that surveyed the child's reading interest. The children were administered a battery of standardized literacy tests. The study found a moderate relationship between the HLE and children's reading competencies and a strong relationship between the HLE and children's reading interest. When parents’ education level and children's age were controlled, hierarchical multiple regression analyses found that family literacy activities contributed ...
91 citations
TL;DR: Findings did not yield evidence for teacher executive functions as a statistical moderator, but teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress.
Abstract: Research Findings: The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress However, findings did not yield evidence for teacher executive functions as a statistical moderator Practice or Policy: Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress However, teachers
89 citations
TL;DR: Although results suggest greater integration of mathematics and science in preschool classrooms than previously established, there was considerable diversity in the amounts and types of learning opportunities provided in the preschool classrooms.
Abstract: Research Findings: The present study observed and coded instruction in 65 preschool classrooms to examine (a) overall amounts and (b) types of mathematics and science learning opportunities experienced by preschool children as well as (c) the extent to which these opportunities were associated with classroom and program characteristics. Results indicated that children were afforded an average of 24 and 26 min of mathematics and science learning opportunities, respectively, corresponding to spending approximately 25% of total instructional time in each domain. Considerable variability existed, however, in the amounts and types of mathematics and science opportunities provided to children in their classrooms; to some extent, this variability was associated with teachers' years of experience, teachers' levels of education, and the socioeconomic status of children served in the program. Practice or Policy: Although results suggest greater integration of mathematics and science in preschool classrooms than pre...
79 citations
TL;DR: The authors examined the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading and found that more frequent references to thematic vocabulary by teachers were linked to stronger child vocabulary development.
Abstract: Research Findings: In order to identify the active ingredients in an effective professional development intervention focused on enhancing preschool vocabulary instruction, this study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading. Head Start teachers received 1 year of training focused upon early vocabulary development. Children's vocabulary skills were assessed in the fall and spring of the school year. In spring, teachers read a storybook to their classroom, and teachers’ and children's remarks about theme-related vocabulary during the reading—including contextualized and decontextualized statements as well as verbatim repetitions of one another's statements—were coded. Practice or Policy: Results of multilevel models showed that more frequent references to thematic vocabulary by teachers were linked to stronger child vocabulary development. Although children's vocabulary references were not uniquely predictive of vocabulary le...
77 citations
TL;DR: The authors examined sibling interaction in three different but normative contexts (conflict/conflict management, play, and sibling-parent interaction) in order to elucidate the processes by which emotional understanding and emotion regulation develop.
Abstract: Research Findings: Young children's relationships with their sisters and brothers offer unique and important opportunities for learning about emotions and developing emotional understanding. Through a critical analysis, this article examines sibling interaction in 3 different but normative contexts (conflict/conflict management, play, and sibling–parent interaction) in order to elucidate the processes by which emotional understanding and emotion regulation develop. The results of recent research and theoretical frameworks are used to explore the ways in which sibling relationships are effective contexts for the development of children's emotional understanding, including identifying emotions, decoding the emotions of others, and anticipating the emotional responses of others in particular situations; emotion regulation; and the use of emotional understanding to build (or impede) relationships and affect the behaviors of others. Practice or Policy: Implications from the current analysis include methods for...
74 citations
TL;DR: In this article, the Caregiver Interaction Profile (CIP) scales were developed to rate 6 key skills of caregivers for interacting with 0- to 4-year-old children in child care centers: sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions.
Abstract: Research Findings: High-quality caregiver–child interactions constitute the core of high-quality child care for young children. This article describes the background and development of the Caregiver Interaction Profile (CIP) scales to rate 6 key skills of caregivers for interacting with 0- to 4-year-old children in child care centers: sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions. Each interactive skill is rated on a 7-point scale based on observation of video-recorded caregiver–child interactions. Together, the 6 scale scores constitute an Interaction Profile for individual caregivers that may serve as a starting point for education and training to improve the quality of caregiver–child interactions. This article also presents the results of a 1st study with the CIP scales, in a sample of 145 caregivers from 75 child care groups in 47 child care centers in The Netherlands. Practice o...
74 citations
TL;DR: In this article, the authors found that patterning instruction had large, fully mediated effects on both reading and mathematics, but on others children who received patterns' instruction scored best, often by grade equivalents of 4 to 8 months.
Abstract: Research Findings: In each of 16 public school classrooms serving multiethnic low-income neighborhoods, 2 first graders were assigned to be taught patterning, 2 to be taught reading, 2 to be taught mathematics, and 2 to be taught social studies for 15-min sessions 3 days per week for 6 months. Assignment within each classroom was randomized. The children's mean age was 6 years, 5.19 months. Patterning instruction included instruction on symmetrical patterns, patterns with increasing numbers of elements, and patterns involving the rotation of an object through 6 or 8 positions. In May, the 120 children still available were tested on patterns, reading, and mathematics. Patterning instruction had large, fully mediated effects on both reading and mathematics. There were no significant differences on some individual scales, but on others children who received patterning instruction scored best, often by grade equivalents of 4 to 8 months. Extant explanations of the efficacy of patterning instruction are review...
TL;DR: For example, this paper found that African American fathers who engaged in more frequent shared book reading, telling stories, singing songs, and provided more children's books in their homes at 24 months had children with better reading and math scores in preschool.
Abstract: Research Findings: This study utilized a large sample (N = 750) of 2-parent families from the Early Childhood Longitudinal Study–Birth Cohort to examine the contributions of African American fathers' home literacy involvement, play activities, and caregiving at 24 months to children's reading and math achievement in preschool. After family characteristics and child characteristics were controlled for, both mother and father characteristics predicted child achievement. Mother age predicted math achievement but not reading. Furthermore, even after mother predictors were entered into the hierarchical regressions, fathers' education and home literacy involvement also significantly predicted achievement. African American fathers who engaged in more frequent shared book reading, telling stories, singing songs, and provided more children's books in their homes at 24 months had children with better reading and math scores in preschool. Practice or Policy: These findings support growing evidence that fathers contr...
TL;DR: In this paper, the authors examined the effect of emotional support consistency in pre-kindergarten on children's social competence and problem behaviors. But the role of gender was not considered.
Abstract: Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's behavior is mediated by teacher–child relationships. The role of gender is also considered. Using MPlus, the present study examines the indirect effect of emotional support consistency in prekindergarten on children's social competence and problem behaviors. Outcomes are extended to kindergarten to test the lasting association between the prekindergarten social environment and child behavior in the kindergarten year. Multigroup models examine gender differences. Research Findings: Observations of 694 prekindergarten classrooms revealed that teachers' emotional support consistency had an indirect effect on social competence and problem behavior through conflict in...
TL;DR: This article found that children with a combination of low/average reading skills and higher levels of social skills in kindergarten performed better on later academic assessments than children with similar reading skills but lower levels of Social skills during kindergarten.
Abstract: Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti & J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, & C. Snow, 2012). Although there is substantial evidence that children's early prereading skills predict later academic achievement (K. M. La Paro & R. C. Pianta, 2000), there have been mixed findings regarding the contribution of early social skills to later achievement (e.g., G. J. Duncan et al., 2007). Using data from the national Early Childhood Longitudinal Study–Kindergarten Cohort, we found that subgroups of children with a combination of low/average reading skills and higher levels of social skills (86% of the sample) in kindergarten performed better on later academic assessments than children with similar reading skills but lower levels of social skills during kindergarten. In contrast, children who were very strong early readers (14% of the ...
TL;DR: This article investigated the effect of the early home environment on self-regulation in preschoolers, and how selfregulation relates to later school achievement, while taking into account family resources, and found that children whose parents did not display negative affect toward them during episodes of depression were more likely to maintain healthy attachment styles.
Abstract: Research Findings: This study investigates the effect of the early home environment on self-regulation in preschoolers, and how self-regulation relates to later school achievement, while taking into account family resources. Participants were part of the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development. Our model tested paths from family income and maternal depression through parenting to dyadic and child outcomes, including attachment, self-regulation, and child cognitive outcomes in the 1st grade. Findings indicated that family income and maternal depression had a substantial effect on parenting practices. Children whose parents did not display negative affect toward them during episodes of depression were more likely to maintain healthy attachment styles. Parenting, which was directly affected by family income, was the most important predictor of children's cognitive development. Practice or Policy: Regarding implications for practice, this rese...
TL;DR: This article examined the extent to which preschool classroom supports (relational support (RS) and instructional support (IS) are associated with children's language development and whether these associations vary as a function of children's ability.
Abstract: The present study examined the extent to which preschool classroom supports—relational support (RS) and instructional support (IS)—are associated with children's language development and whether these associations vary as a function of children's language ability. The language skills of 360 children within 95 classrooms were assessed using an expressive narrative task in the fall and spring of the preschool year, teachers rated RS in the fall, and observations of IS were collected across the year. Research Findings: Hierarchical linear models revealed main effects of IS, but not RS, on preschoolers’ development of expressive language skills. In addition, the associations between RS and IS on children's expressive language development were moderated by children's fall language ability. Specifically, the association between IS and language development was stronger for children with stronger expressive language skills, and the association between RS and language development was stronger for children with wea...
TL;DR: In this article, a new measure of quality in infant classrooms based on the Classroom Assessment Scoring System (CLASS) framework was introduced, focusing on teacher-infant interactions with the goal of understanding how these proximal process features can be assessed.
Abstract: Research Findings: The growing body of literature demonstrating the importance of quality interactions with caregivers to infant development coupled with the increasing number of infants spending time in classroom settings highlights the need for a measure of interpersonal relationships between infants and caregivers. This article introduces a new measure of quality in infant classrooms based on the Classroom Assessment Scoring System (CLASS) framework. This measure focuses on teacher–infant interactions with the goal of understanding how these proximal process features can be assessed in this environment. Results from a small pilot study of 30 infant classrooms indicated that the CLASS–Infant demonstrated adequate variability as well as expected convergent and divergent validity with the most commonly used infant child care quality measure. The dimensions of the measure composed a single construct of classroom quality based on teacher–infant interactions. Practice or Policy: Implications of using this me...
TL;DR: Close relationships are key contexts for young children's development, and siblings in particular play a critical role in family dynamics and are important socialization agents for one another (Car... ).
Abstract: Close relationships are key contexts for young children's development, and siblings in particular play a critical role in family dynamics and are important socialization agents for one another (Car...
TL;DR: In an effort toward developing a comprehensive, effective, scalable, and sustainable early childhood education program for at-risk populations, this paper conducted an experimental evaluation of the value added by two family involvement programs to the Texas Early Education Model (TEEM).
Abstract: Research Findings: In an effort toward developing a comprehensive, effective, scalable, and sustainable early childhood education program for at-risk populations, we conducted an experimental evaluation of the value added by 2 family involvement programs to the Texas Early Education Model (TEEM). A total of 91 preschool classrooms that served minority populations of low socioeconomic status were randomly assigned to TEEM, TEEM plus Raising a Reader (RAR), or TEEM plus RAR augmented by Family Nights. Assessments of oral language and print knowledge were completed by more than 500 children at the beginning and end of the school year. Multilevel analyses of covariance controlled for classroom nesting and individual differences in age, ethnicity, and pretest scores. Although RAR alone demonstrated no added value, augmentation of RAR with Family Nights demonstrated significant impacts on measures of oral language (ts = 1.81–2.51, .05 < ps < .01) and print knowledge (t = 2.39, p < .01). Practice or Policy: Thus...
TL;DR: How ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten is explored, providing preliminary evidence that ToM serves as an indirect effect between verbal ability and EK.
Abstract: Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with emotion expression across individuals and situations. The present study explored how ToM, particularly false belief understanding, in preschool predicts children's developing EK in kindergarten. Participants were 60 Head Start children ages 3 to 5 years. ToM and EK measures were obtained from standardized child tasks. ToM scores were positively related to performance on an EK task in kindergarten after we controlled for preschool levels of EK and verbal ability. Exploratory analyses provided preliminary evidence that ToM serves as an indirect effect between verbal ability and EK. Practice or Policy: Early intervention programs may benefit from including lessons on To...
TL;DR: The authors examined the effect of training parents to focus on mathematical concepts and vocabulary during shared book reading and found that children increased their use of math talk during shared storybook reading following training.
Abstract: Research Findings: Shared book reading provides a meaningful context for rich conversations to occur between a child and an adult and offers opportunities for children to be exposed to a range of vocabulary and concepts that often extend beyond their everyday experiences. Few studies have examined parent–child shared book reading as a context for embedding mathematical discussion. The purpose of this study was to examine systematically the effect of training parents to focus on mathematical concepts and vocabulary during shared book reading. Specific research questions were as follows: (a) Did parents increase their use of math talk during shared storybook reading following training? (b) Did parents generalize intervention strategies? And (c) did children increase their use of math talk during shared storybook reading? Results from a yoked multiple-baseline design with 6 dyads indicated variability across the dyads with 2 general patterns. Math talk increased following training for 3 of the dyads, whereas...
TL;DR: This article examined whether preschool parenting practices and children's social-behavioral skills in kindergarten were related to geographic setting (rural vs. city, suburban, and town) and found that rural children experienced greater difficulties with parent-reported externalizing behaviors.
Abstract: Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent–child interactional patterns and environmental influences. Few studies have examined the role of a salient aspect of children's environments, community locale, in the relationship between parenting practices and child outcomes. Using a large, nationally representative sample, we examined whether preschool parenting practices and children's social-behavioral skills in kindergarten were related to geographic setting (rural vs. city, suburban, and town). Results indicated that rural children experienced greater difficulties with parent-reported externalizing behaviors. Furthermore, rural parents displayed less emotional support than parents in other settings. Preschool parenting behaviors were associated with social skills and behavior problems in kindergart...
TL;DR: Findings underscore the importance of children's social interactions with more knowledgeable conversational partners in promoting their vocabulary development and signify the need to help teachers learn how to manage children's behaviors so as to provide a classroom that is optimal for child learning.
Abstract: Research Findings: The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers’ vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children's age, suggesting positive effects of greater variance in classroom age composition for younger but not older children. The interaction between behavior management (1 dimension of classroom quality) and classroom age composition was also significant, indicating that a wider distribution of classroom age composition was positively related to children's vocabulary gains within classrooms characterized by better behavior management. Practice or Policy: Findings underscore the importance of children's social interactions with more knowledg...
TL;DR: This article found that only 22% of the 147 literacy-based lessons observed fostered extended discourse; the most commonly implemented lesson was characterized by a routine format of the teacher talking and the children listening.
Abstract: A study was conducted in a large Head Start organization that serves large numbers of Latino children in order to empirically describe the nature and quality of the classroom language learning environment. By observing 147 literacy-based lessons in 6 classrooms and surveying 167 teachers throughout the organization, we investigated the amount of teachers' use of extended discourse during literacy-based lessons, and when and how Spanish and/or English was used as the medium of communication. Research Findings: Only 22% of the 147 literacy-based lessons observed fostered extended discourse; the most commonly implemented lesson was characterized by a routine format of the teacher talking and the children listening. English was regarded as the language of instruction, whereas Spanish was used mostly to regulate behavior and emotions. By fitting multilevel models to the data, we found that teaching practice was relatively stable across the classrooms. Practice or Policy: More emphasis should be placed on profe...
TL;DR: Engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year and lend support to the need for interventions among physically aggressive preschoolers that target not only concurrent behavior but also future aggression and adjustment in kindergarten.
Abstract: Research Findings: The transition to kindergarten has important ramifications for future achievement and psychosocial outcomes. Research suggests that physical aggression may be related to difficulty during school transitions, yet no studies to date have examined the role of relational aggression in these transitions. This article examines how engagement in preschool physical and relational aggression predict psychosocial adjustment during the kindergarten school year. Observations and teacher reports of aggression were collected in preschool, and kindergarten teachers reported on student–teacher relationship quality, child internalizing problems, and peer acceptance in kindergarten. Results suggested that preschool physical aggression predicted reduced peer acceptance and increased conflict with the kindergarten teacher. High levels of relational aggression, when not combined with physical aggression, were related to more positive transitions to kindergarten in the domains assessed. Practice or Policy: T...
TL;DR: Pianta et al. as mentioned in this paper used confirmatory factor analysis to examine the structural validity of the Classroom Assessment Scoring System (CLASS K-3) and found a 3-factor and 10-dimension structure.
Abstract: Research Findings: The purpose of the current study was to evaluate the structural validity of scores on a measure of global classroom quality, the Classroom Assessment Scoring System (CLASS K–3; Pianta, La Paro, & Hamre, 2008). Using observational data from a sample of 417 kindergarten classrooms from the southern and mid-Atlantic regions of the United States, we used confirmatory factor analysis to examine the structural validity of the CLASS K–3. Factor analytic findings supported a 3-factor and 10-dimension structure for the CLASS K–3; however, some modifications were made to the original CLASS model. Practice or Policy: Although the overall structure of the CLASS has been generally consistent across validation studies, some facets of the model may be less stable than others. Additional examination of alternative factor structures is needed to further clarify the relationships among the CLASS dimensions and domains. Current psychometric evidence provides support for continued use of the CLASS to guide...
TL;DR: In this article, play behaviors of 70 sibling dyads in early and middle childhood were examined for the following indices of creativity in play: (a) play themes (set-up/organization, expected, creative), (b) object use, and (c) descriptive language (adjectives, adverbs).
Abstract: Research Findings: Pretend play is an important context that supports young children's developing social-cognitive and creative abilities. The play behaviors of 70 sibling dyads in early and middle childhood were examined for the following indices of creativity in play: (a) play themes (set-up/organization, expected, creative), (b) object use (set-up/organization, expected transformations, creative transformations), and (c) descriptive language (adjectives, adverbs). Internal state references, which are markers of social understanding (i.e., cognitive and emotional states), were also coded. Findings showed that (a) children who engaged in set-up themes (i.e., stating and describing play themes) and set-up object use (i.e., organizing props) were less likely to develop play scenarios with expected themes (i.e., themes that emanated from the props’ defining characteristics, such as a farmer milking a cow) or creative themes (i.e., themes that moved beyond the constraints imposed by the play materials, such ...
TL;DR: The authors examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N =304 children across 53 classrooms).
Abstract: Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in cla...
TL;DR: In this paper, the authors developed a construct of sibling cognitive sensitivity, which describes the extent to which children take their siblings' knowledge and cognitive abilities into account when working toward a joint goal.
Abstract: Research Findings: The goal of this study was to develop a construct of sibling cognitive sensitivity, which describes the extent to which children take their siblings’ knowledge and cognitive abilities into account when working toward a joint goal. In addition, the study compared 2 coding methodologies for measuring the construct: a thin slice approach (i.e., making intuitive, impressionistic judgments) and an interval coding approach (i.e., coding the presence of behaviors in 20-s snapshots). A sample of 385 sibling pairs (younger sibling M = 3.15 years, older sibling M = 5.57 years) was used for the present study. In Phase 1, independent raters used both methodologies to code videos of sibling interactions using a subset of sibling pairs (n = 50 dyads). Siblings interacted for 5 min on a challenging cooperation task, and the extent of cognitive sensitivity was coded for each child. Measures of validity and interrater agreement were acceptable for both methodologies, and thin slice coding reduced time d...
TL;DR: In this article, the authors examined prospective relations between Mexican mothers' English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores).
Abstract: Research Findings: Home literacy involvement (e.g., shared book reading) has been linked to enhanced cognitive development and school readiness during early childhood. Furthermore, precursory reading and math skills are key predictors of high school achievement. This study examined prospective relations between Mexican mothers’ English proficiency, their home literacy involvement, and their children's school readiness (i.e., preschool reading and math scores). A large, nationally representative sample of preschool-age Mexican American children (N = 826) was used to test a theoretically derived path analysis that demonstrated that mother-reported home literacy involvement mediated the relation between mother-reported English proficiency and children's reading achievement, but not math. Results were evident even after key family and child characteristics were controlled. Practice or Policy: Findings suggest that Mexican American children's early education and development may be enriched by family literacy p...