Children's Social and Cognitive Development and Child-Care Quality: Testing for Differential Associations Related to Poverty, Gender, or Ethnicity

Burchinal, Margaret; Peisner-Feinberg, Ellen; Bryant, Donna; Clifford, Richard M.

doi:10.1207/s1532480xads0403_4

Cited by 225 publications

(158 citation statements)

References 45 publications

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“…Estes resultados apontam para a importância de promover ambientes de aprendizagem positivos e previsíveis, em que os adultos são responsivos às necessidades das crianças e nos quais as regras são claras. Os resultados do presente estudo são também consistentes com investigação que demonstra que a qualidade das salas pré-escolares tem um efeito positivo no desenvolvimento das crianças (Burchinal, Peisner-Feinberg, Bryant, & Clifford, 2000;Mashburn et al, 2008), sendo um dos primeiros estudos a demonstrar uma associação positiva com a regulação emocional. É possível que em salas com interações de elevada qualidade existam modelos de expressão e regulação emocional a que as crianças têm acesso de forma regular.…”

Section: Discussão Dos Resultadosunclassified

Risco e regulação emocional em idade pré-escolar: a qualidade das interações dos educadores de infância como potencial moderador

Cadima¹,

Ferreira²,

Guedes³

et al. 2016

Análise Psicológica

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A investigação tem demonstrado que as crianças em desvantagem social enfrentam muitos desafios e estão mais vulneráveis a desenvolver dificuldades ao nível da regulação emocional, sendo extremamente relevante identificar fatores protetores que moderem esta vulnerabilidade, de modo a identificar formas de alterar as trajetórias desenvolvimentais. No presente estudo, foi analisado o papel moderador das interações do educador de infância no desenvolvimento da regulação emocional. Os participantes incluíram 345 crianças em idade pré-escolar de dois ambientes sociais distintos: em risco sociocultural (n=183) e em situação de não risco sociocultural. A regulação emocional foi avaliada através de um questionário ao educador, o Emotion Regulation Checklist (ERC; Shields & Cichetti, 1997). A qualidade das interações do educador de infância com as crianças foi observada através de uma escala de observação, o Classroom Assessment Scoring System (CLASS; Pianta, La . Os educadores avaliaram ainda a sua relação com cada criança participante através da Student-Teacher Rating Scale (STRS; Pianta, 2001). Análises multi-grupo multinível indicaram que no grupo de crianças de risco socicultural, em salas em que os educadores de infância estabeleciam interações com mais qualidade a nível emocional e organizacional, as crianças demonstraram competências de regulação emocional mais elevadas, o que sugere o importante papel das interações dos educadores de infância com as crianças no desenvolvimento da regulação emocional.

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Section: Discussão Dos Resultadosunclassified

Risco e regulação emocional em idade pré-escolar: a qualidade das interações dos educadores de infância como potencial moderador

Cadima¹,

Ferreira²,

Guedes³

et al. 2016

Análise Psicológica

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“…Other studies, however, provide little evidence of differences in the effects of quality center care across family income levels (Burchinal, Peisner-Feinberg, Bryant, & Clifford, 2000). The moderating effect of the home environment may explain differences across studies.…”

Section: Developmental Effects Of Child Care and Povertymentioning

confidence: 97%

Quality child care supports the achievement of low-income children: Direct and indirect pathways through caregiving and the home environment

McCartney

Dearing

Taylor

et al. 2007

Journal of Applied Developmental Psychology

206

137

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Existing studies of child care have not been able to determine whether higher quality child care protects children from the effects of poverty, whether poverty and lower quality child care operate as dual risk factors, or whether both are true. The objective of the current study was to test two pathways through which child care may serve as a naturally occurring intervention for low-income children: a direct pathway through child care quality to child outcomes, and an indirect pathway through improvements in the home environment. Children were observed in their homes and child care settings at 6, 15, 24, and 36 months. An interaction between family income-to-needs ratio and child care quality predicted School Readiness, Receptive Language, and Expressive Language, as well as improvements in the home environment. Children from low-income families profited from observed learning supports in the form of sensitive care and stimulation of cognitive development, and their parents profited from unobserved informal and formal parent supports. Policy implications are discussed.

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“…These classroom-level quality processes have shown to predict gains in children's literacy, language, and cognitive development , Mashburn et al, 2008, with some studies suggesting that the effects are more pronounced for high-risk children (Burchinal et al, 2000;Hamre & Pianta, 2005).…”

Section: Classroom-level Quality Processes and Children's Self-regulamentioning

confidence: 99%

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

Cadima

Verschueren

Leal

et al. 2015

J Abnorm Child Psychol

133

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This study examined the quality of the classroom climate and dyadic teacher-child relationships as predictors of self-regulation in a sample of socially disadvantaged preschool children (N = 206; 52% boys). Children's self-regulation was observed in Running head: PROCESS QUALITY AND SELF-REGULATION 2 preschool at the beginning and at the end of the school year. At the middle of the preschool year, classroom observations of interactions were conducted by trained observers and teachers rated the quality of dyadic teacher-child relationships. Results from multilevel analyses revealed that teacher-child closeness predicted improvements in observed self-regulation skills. Children showed larger gains in self-regulation when they experienced closer teacher-child relationships. Moreover, a moderating effect between classroom instructional quality and observed selfregulation was found such that children with low initial self-regulation skills benefit the most from classrooms with higher classroom quality. Findings have implications for understanding the role of classroom social processes on the development of selfregulation.Keywords: Teacher-child relationships; Classroom interactions; Self-regulation; Early education and care; Socially disadvantaged children Running head: PROCESS QUALITY AND SELF-REGULATION 3 Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children There has been a recent increase in universal early childhood services in many Western countries, based on a vast literature highlighting the preschool years as a critical period for the development of social, language and cognitive skills (Leseman, 2009). Increasing numbers of children are currently attending preschool throughout many countries (OECD, 2013). However, many children, especially from socially disadvantaged backgrounds, start school lacking critical skills for a successful transition to school, namely self-regulation (Blair & Razza, 2007). A growing number of studies have shown that self-regulation is linked to academic skills, such as literacy and mathematics, and to social competence (Blair & Razza, 2007;McClelland et al., 2007). Thus, identifying specific aspects of the environment that can contribute to the development of self-regulation becomes of crucial importance.An emergent literature suggests that emotionally-close, sensitive, well-organized, and cognitively stimulating interactions in the classroom are related to young children's development of social and academic outcomes (Burchinal, PeisnerFeinberg, Bryant, & Clifford, 2000;Hamre & Pianta, 2005). Classroom process quality refers to the quality of children's direct experiences and includes both the quality of teacher-child relationships and the overall classroom climate . To date, however, the links between classroom process quality and children's development of self-regulation have been largely overlooked. The current study investigates whether different facets of classroom process quality, namely the quality o...

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Children's Social and Cognitive Development and Child-Care Quality: Testing for Differential Associations Related to Poverty, Gender, or Ethnicity

Cited by 225 publications

References 45 publications

Risco e regulação emocional em idade pré-escolar: a qualidade das interações dos educadores de infância como potencial moderador

Risco e regulação emocional em idade pré-escolar: a qualidade das interações dos educadores de infância como potencial moderador

Quality child care supports the achievement of low-income children: Direct and indirect pathways through caregiving and the home environment

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

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