CSRP’s Impact on Low‐Income Preschoolers’ Preacademic Skills: Self‐Regulation as a Mediating Mechanism

Raver, C. Cybele; Jones, Stephanie M.; Li‐Grining, Christine P.; Zhai, Fuhua; Bub, Kristen L.; Pressler, Emily

doi:10.1111/j.1467-8624.2010.01561.x

Cited by 677 publications

(623 citation statements)

References 77 publications

(124 reference statements)

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“…Research has also suggested that emotionally supportive and cognitively stimulating interactions with caregivers can potentially counterbalance the detrimental effects of social disadvantage (Bernier, Carlson, & Whipple, 2010;Chang, Olson, Sameroff, & Sexton, 2011). In line with this view, randomized control studies suggest that classroom interventions can support gains in self-regulation (Raver et al, 2011), but the links between typical, daily preschool experiences and the development of self-regulation have not been systematically examined.Running head: PROCESS QUALITY AND SELF-REGULATION 5 High-quality direct experiences in the classroom, referred to as process quality, may affect children's self-regulation at two levels: (a) Classroom-level quality processes, including the overall emotional, organizational and instructional climate; (b) individual-level quality processes, referring to perceived quality of the relationship between the teacher and the child which can provide nuanced information relative to a particular child's experience. In this study we consider these two core dimensions of process quality in terms of their prediction of self-regulation skills.…”

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confidence: 82%

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

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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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confidence: 82%

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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“…We examined one possible mechanism, behavioral regulation, given that it has been demonstrated that behavioral regulation is amenable to intervention (Raver et al, 2011;Sanford Derousie & Bierman, 2012). The results indicated that behavioral regulation mediated the relation between family sociodemographic risk and mathematics, but not between family sociodemographic risk and letter identification.…”

Section: The Mediating Role Of Behavioral Regulationmentioning

confidence: 99%

“…An important body of research has documented the critical role of high-quality childcare for children's development (Burchinal, Roberts, Riggins, et al, 2000;Mashburn et al, 2008). There is evidence suggesting that highquality early childhood programs promote children's cognitive, language, and socioemotional development (Bierman et al, 2008;Raver et al, 2011), but there is limited research on the associations between childcare quality and behavioral…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…Sektnan et al (2010) also found that kindergarten behavioral regulation significantly mediated relations between family risk (e.g., low maternal education, and chronic poverty between birth and 54-months) and first-grade achievement. These longitudinal studies suggest that establishing the mediating role of behavioral regulation can be especially important for prevention efforts (Raver et al, 2011).…”

Section: Socioeconomic Risk Academic Achievement and Behavioral Regumentioning

confidence: 99%

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Associations Between Early Family Risk, Children’s Behavioral Regulation, and Academic Achievement in Portugal

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Gamelas

McClelland

et al. 2015

Early Education and Development

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This study examined concurrent associations between family sociodemographic risk, self-regulation and early literacy and mathematics in young children from Azores, Portugal (N = 186). Family sociodemographic risk was indexed by low maternal education, low family income, and low occupational status. Behavioral aspects of self-regulation were assessed using a direct measure called the Head-Toes-Knees-

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“…On the other hand, studies show that teaching routines to children at the beginning of the year and enforcing them consistently across time increases academic achievement and reduces the frequency of problem behaviors (Johnson, Stoner, & Green, 1996;Ostrosky, Jung, Hemmeter, & Thomas, 2008). Raver et al (2011) conducted a study in the Chicago School Project 32 head start kindergarten with the participation of a total of 602 children. In the study, some instruction was given to teachers about the construction of some certain routines in the class such as rewards for positive behavior and redirection for negative behavior.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

The Role of In-class Physical Arrangements in Supporting Preschool Children’s Behavior Regulation Skill

Kara¹

2018

International Journal of Research in Education and Science

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Article HistoryReceived: 18 September 2017The purpose of this research is to understand the role of physical arrangements within the classroom in the development of behavior regulation skill of preschool children.From among the types of action research, the technical/scientific/cooperative action research was employed in the current study. In the selection of the participants, one of the purposive sampling methods, the typical case sampling method was used. The study group consists of 12 children aged at 60-84 months. The data collection tools used in the study are observation form regularly used by the teacher, structured written interview forms (before and after the action plan) and the Head Shoulders Knees and Toes (HSKT) scale. As a result of the action process, it was found that the physical arrangements related to learning centers positively affected the children's three of the behavior regulation skills that are independent acting, active participation and task completion skills. The physical arrangements regarding classroom routines were found to have positively affected the following behavior regulation skills of the children; perseverance, retention, protecting classroom order, taking responsibility, making effort to be successful and preferring the suitable behavior to the negative behavior, active participation, recall, independent acting. When the Head Shoulders Knees and Toes scores of each child before and after the action plan were examined, it was found these scores improved. When the teacher's evaluations made after the action plan were examined, it was found that the action plan made positive contributions to the teacher and the children in the themes of classroom order, concentration, social adjustment, classroom management, productivity, problems and widespread effect and also affected three more teachers and made them involved in the plan.

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CSRP’s Impact on Low‐Income Preschoolers’ Preacademic Skills: Self‐Regulation as a Mediating Mechanism

Cited by 677 publications

References 77 publications

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

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

Associations Between Early Family Risk, Children’s Behavioral Regulation, and Academic Achievement in Portugal

The Role of In-class Physical Arrangements in Supporting Preschool Children’s Behavior Regulation Skill

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