Identifying Mechanisms Through Which Preschool Problem Behavior Influences Academic Outcomes

Abstract

Given theoretical and empirical support for the importance of peer play within the preschool classroom to early learning, the present study tested the hypothesis that associations between teacher-reported problem behavior and academic skills were mediated by difficulties in peer play (disruptive and disconnected play), for a representative sample (N = 507 children across 46 classrooms) enrolled in a large urban Head Start program. The study also tested whether mediation was moderated by child sex (e.g., whether the mechanism through which problem behavior was associated with learning differed for boys and girls) controlling for the multilevel nature of these data. Findings from structural equation models provided evidence for partial mediation, whereby associations between internalizing behavior and academic skills were partially explained through their effects on disconnected play; however, mediation was present for girls only. Implications for theory, research, and practice are discussed as they support low-income children’s social and academic development through the context of peer play.

Associations Between Problem Behaviors and Early Vocabulary Skills Among Hispanic Dual-Language Learners in Pre-K

“…In contrast, receptive vocabulary and expressive vocabulary were statistically significant predictors of internalizing problem behaviors. This is similar in some ways to Bulotsky-Shearer et al (2014), who also reported relations between preschoolers’ internalizing behaviors and academic outcomes. However, they did not use beginning-of-year academic measures, relying instead on fall measures of internalizing behaviors to predict academic outcomes assessed in the following spring.…”

“…However, internalizing behaviors remained predictive of program-specific measures of expressive and receptive vocabulary, each of which was directly aligned with a shared book-reading curriculum taught throughout the school year. Bulotsky-Shearer et al (2014) observed that internalizing problem behaviors predicted lower academic performance at the end of kindergarten. However, they did not use specific language-related outcome measures, opting instead to use a composite measure of children’s emergent literacy, numeracy, and problem solving competence.…”

“…Existing pre-K studies of associations between social behaviors and academic learning have involved children from a range of ethnicities, the vast majority of whom were African American (e.g., Arnold, 1997; Arnold et al, 2012, Bulotsky-Shearer, Bell, Romero, & Carter, 2014; Escalón & Greenfield, 2009; Lonigan et al, 1999, McWayne & Cheung 2009; Qi & Kaiser, 2004). This is not entirely surprising given the relatively large proportion of African American children that have been historically served in pre-K programs (Schweinhart, 2004).…”

Behavioral exchanges between teachers and children over the course of a typical preschool day: Testing bidirectional associations

“…Just as teachers may be important in setting positive classroom tone, teachers’ behaviors can establish an organizationally supportive environment that supports children’s work. Children’s ability to actively engage with tasks can help avoid problem behaviors and promote academic achievement (Bulotsky-Shearer, Bell, Romero, & Carter, 2013; McClelland et al, 2006). …”

<p>Validity and Reliability Study of the Chinese Traditional Version of the Devereux Early Childhood Assessment for Toddlers DECA T</p>

“…Social-emotional development is defined as a child’s developing ability to (a) experience, manage and express the full range of different kinds of emotions; (b) develop satisfying and close relationships with adults and other children; and (c) explore their environment actively and learn 1,2. Successful engagement with parents, teachers, and peers promotes the development of many skills essential for emotional regulation, problem solving, empathy, cognition, and language 3–5. Given that learning is closely associated with socially mediated interaction in preschool children, unrecognized or undervalued social and emotional problems not only affect overall development but also impact on their readiness for kindergarten or elementary school, and potentially cause serious lifelong developmental issues, premature mortality, and adult socioeconomic status 1,6.…”