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Patterns of Children's Readiness at School Entry and Their Association with Kindergarten Academic and Social-Emotional Outcomes: Do Classroom Interactions Matter?
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Jessica E. Whittaker; Tara Hofkens; Virginia E. Vitiello; Robert C. Pianta; Jamie DeCoster; Arya Ansari – Grantee Submission, 2024
This study used a person-centered approach to identify school readiness profiles in a sample of kindergartners (n=1,826) from a large and diverse school district in the United States. Using latent profile analyses and multilevel modeling, we examined three aims: 1) whether patterns of readiness skills at kindergarten entry could be detected, 2)…
Descriptors: Kindergarten, Social Emotional Learning, School Readiness, Student Characteristics
Fostering Early Motivation: The Influence of Teacher-Child Relationships and Interactions on Motivation in the Kindergarten Classroom
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Monica S. Lu; Jessica V. Whittaker; Erik A. Ruzek; Robert C. Pianta; Virginia E. Vitiello – Grantee Submission, 2023
Research Findings: The present study examines the unique and joint effects of individual teacher-child relationships and overall quality of teacher-childinteractions on the motivation of 2,745 kindergarten children (51% girls; ages 5--6) from an ethnically and linguistically diverse county. Teachers reported the closeness and conflict in their…
Descriptors: Classroom Environment, Teacher Student Relationship, Student Motivation, Gender Differences
Fostering Early Motivation: The Influence of Teacher-Child Relationships and Interactions on Motivation in the Kindergarten Classroom
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Monica S. Lu; Jessica E. Whittaker; Erik Ruzek; Robert C. Pianta; Virginia E. Vitiello – Early Education and Development, 2023
Research Findings: The present study examines the unique and joint effects of individual teacher-child relationships and overall quality of teacher-child interactions on the motivation of 2,745 kindergarten children (51% girls; ages 5--6) from an ethnically and linguistically diverse county. Teachers reported the closeness and conflict in their…
Descriptors: Classroom Environment, Teacher Student Relationship, Student Motivation, Gender Differences
Developmental Assets at Preschool Entry That Support Dual Language Learners' Academic Development through the First Grade
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Christina Stephens; Robert C. Pianta; Jessica E. Whittaker; Virginia E. Vitiello – Grantee Submission, 2025
Dual language learner children (DLLs) benefit from early childhood education (ECE) and learning multiple languages, but research has predominantly focused on English monolingual children, with limited insight on the ECE and early development of DLLs. This study investigated whether DLLs' developmental assets assessed at pre-k entry (i.e. English…
Descriptors: Bilingualism, English (Second Language), Second Language Instruction, Second Language Learning
Pathways of Mathematics Achievement in Preschool: Examining Executive Function and Task Orientation
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Tara L. Hofkens; Jessica Whittaker; Robert C. Pianta; Virginia Vitiello; Erik Ruzek; Arya Ansari – Grantee Submission, 2022
Despite research demonstrating the importance of mathematics achievement to children's educational success and trajectories, many children enter kindergarten without the foundational mathematics skills needed to succeed (Garcia & Weiss, 2015). Children's executive function (EF) skills and their learning-related behaviors (Anthony & Ogg,…
Descriptors: Preschool Education, Preschool Children, Executive Function, Mathematics Achievement
Differences between Pre-K and Kindergarten Contexts and Achievement across the Kindergarten Transition
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Virginia E. Vitiello; Tutrang Nguyen; Erik Ruzek; Robert C. Pianta; Jessica Vick Whittaker – Grantee Submission, 2022
Experiencing large differences between pre-k and kindergarten classroom contexts may affect children's academic development as they start school. This study examined differences between classroom contexts in pre-k and kindergarten (teacher-child interactions, time on academic content, and academic rigor) and associations with literacy, language,…
Descriptors: Preschool Education, Kindergarten, Achievement Gains, Learning Readiness