ERIC Number: ED566947
Record Type: Non-Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Preschool Contexts and Teacher Interactions: Relations with School Readiness
Goble, Priscilla; Hanish, Laura D.; Martin, Carol Lynn; Eggum-Wilkens, Natalie D.; Foster, Stacie A.; Fabes, Richard A.
Grantee Submission, Early Education and Development v27 n5 p623-641 2016
The majority of early education programs promote children's learning through a mix of experiences in child- and teacher-managed contexts. The current study examined time spent in child- and teacher-managed contexts and the nature of children's experiences with teachers in these contexts as they relate to children's skill development. Participants were preschool children (N = 283, M age = 52 months, 48% girls, 70% Mexican or Mexican American) from families of a lower socioeconomic status. Observations captured children's time in child- and teacher-managed contexts and experiences with teachers in each context. School readiness was assessed directly and through teacher reports. Research Findings: Time spent in teacher-managed contexts was positively related to children's academic and social skill development. Experiences in child-managed context predicted vocabulary, math, and social skills when teachers were directly involved with children. Overall, the findings suggest that teacher engagement is related to positive outcomes even during child-managed activities. Practice or Policy: Given these findings, preservice and professional development programs for early childhood educators should have a component that focuses on how to enhance the teacher's role during child-managed activities. [This article was published in "Early Education and Development," v27 n5 p623-641 2016 (EJ1103937).]
Descriptors: Preschool Children, Preschool Education, Educational Environment, School Readiness, Teacher Student Relationship, Preschool Teachers, Mexican Americans, Mexicans, Low Income Students, Context Effect, Skill Development, Academic Achievement, Interpersonal Competence, Vocabulary Development, Mathematics Skills, Outcomes of Education, Predictor Variables, Observation, Experience, Intelligence Tests, Verbal Ability, Vocabulary, Achievement Tests, Path Analysis, Time on Task, Urban Schools, Child Behavior, Rating Scales, Student Adjustment, Questionnaires, Child Development, Student Centered Learning
Publication Type: Reports - Research; Journal Articles
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Arizona; Arizona (Phoenix)
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305B130013; 1R01HD045816