NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 5 results Save | Export
Teacher Emotional Support in Relation to Social Competence in Preschool Classrooms
Peer reviewed Peer reviewed
Direct linkDirect link
Pakarinen, Eija; Lerkkanen, Marja-Kristiina; von Suchodoletz, Antje – International Journal of Research & Method in Education, 2020
The present study aimed to investigate the associations between teachers' observed emotional support and social competence among Finnish pre-schoolers (6-year-olds). The quality of emotional support was observed using the Classroom Assessment Scoring System Pre-K in 47 preschool classrooms twice across the preschool year. Teachers rated children's…
Descriptors: Preschool Children, Emotional Response, Classroom Environment, Preschool Teachers
Who's in Charge? Child Behavior Predicts Teacher Subsequent Classroom Management Practice for Preschoolers Reported to Display Disruptive Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Williford, Amanda P.; Vitiello, Virginia E. – School Psychology, 2020
Most research examining teacher-child interactions focuses on how aspects of the teacher influence children's skills and development. However, teachers report that children who display disruptive behaviors negatively impact their practice. In this study, we examined the within-day reciprocal associations between teachers' interaction quality at…
Descriptors: Teacher Student Relationship, Interaction, Preschool Children, Preschool Teachers
Teacher-Child Interaction Quality Buffers Negative Associations between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Bulotsky Shearer, Rebecca J.; Bichay-Awadalla, Krystal; Bailey, Jhonelle; Futterer, Jenna; Qi, Cathy Huaqing – Topics in Early Childhood Special Education, 2020
Guided by an ecological model, we tested whether teacher-child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms).…
Descriptors: Teacher Student Relationship, Interaction, Behavior Problems, Student Behavior
Language Skills, Behaviour Problems, and Classroom Emotional Support among Preschool Children from Low-Income Families
Peer reviewed Peer reviewed
Direct linkDirect link
Qi, Cathy Hi; Zieher, Almut; Lee Van Horn, M.; Bulotsky-Shearer, Rebecca; Carta, Judith – Early Child Development and Care, 2020
The purpose of this study was to examine the relationship between language skills and behavioural problems and the potential moderating role of the quality of classroom emotional support in this relationship among 242 preschool children from low-income families. The "Preschool Language Scale-5" was administered individually to each…
Descriptors: Language Skills, Behavior Problems, Teacher Student Relationship, Correlation
Associations between Classroom Language Composition, Teacher Social-Emotional Support, and Dual Language Learning Preschoolers' Social Behavior
Peer reviewed Peer reviewed
Direct linkDirect link
Malloy, Caitlin – Early Education and Development, 2019
This secondary analysis explored longitudinal associations between the concentration of shared-language peers and the development of prosocial and problem behavior in dual language learning (DLL) preschoolers from low socioeconomic backgrounds. Mixed-effects regression models were used to analyze year-end outcomes of 212 Spanish-speaking students…
Descriptors: Correlation, Longitudinal Studies, Spanish Speaking, Prosocial Behavior