ERIC Number: EJ783057
Record Type: Journal
Publication Date: 2008-Jan
Reference Count: 0
An Investigation of Classroom Situational Dimensions of Emotional and Behavioral Adjustment and Cognitive and Social Outcomes for Head Start Children
Bulotsky-Shearer, Rebecca J.; Fantuzzo, John W.; McDermott, Paul A.
Developmental Psychology, v44 n1 p139-154 Jan 2008
This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and younger children evidenced more problematic behavior across all situations. Study 2 investigated the relationship between early problems in the situations and readiness outcomes. Early situational difficulties uniquely and differentially predicted lower peer social and classroom learning outcomes. In combination, both the type of behavior problem (what) and the situational problem (where) explained greater variance in the prediction of readiness outcomes, contributing to a more comprehensive understanding of developmental trajectories.
Descriptors: Behavior Problems, Disadvantaged Youth, Interaction, Early Intervention, Preschool Children, Classroom Environment, Student Adjustment, Interpersonal Relationship, Cognitive Ability, Emotional Response, Gender Differences, Age Differences, Correlation, Urban Education, School Readiness, Predictor Variables, Peer Relationship, Developmental Stages
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Authoring Institution: N/A