Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade

Bulotsky‐Shearer, Rebecca J.; Fantuzzo, John W.

doi:10.1016/j.ecresq.2010.04.004

Cited by 99 publications

(70 citation statements)

References 67 publications

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“…The relationship between hyperactivity and low levels self-regulation implies that hyperactive children may have difficulty sustaining attention for a longer period (Graziano et al, 2015;Martel, 2009). As a consequence, these children spend less time engaged in learning activities, something that affects their development and later school functioning (Buhs et al, 2006;Bulotsky-Shearer & Fantuzzo, 2011;Gunnar, Sebanc, Tout, Donzella, & Van Dulmen, 2003). However, behaviour difficulties, such as hyperactivity, represent only part of the overall picture of child functioning in preschool (McWayne & Cheung, 2009).…”

Section: Externalizing Behaviour Difficulties and Social Interactionsmentioning

confidence: 99%

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Sjöman

Granlund

Almqvist

2016

Early Child Development and Care

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Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschoolSjöman, M.; Granlund, M.; and Almqvist, L. CHILD, Jonkoping University, Sweden AbstractThis study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18 to 71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated that behaviour difficulties and engagement may occur simultaneously. Hyperactivity had a direct negative influence on engagement, which was not the case with conduct problems. Teachers' responsiveness as well as positive interactions with peers had an indirect influence on the relationship between hyperactivity and engagement.Responsive staff and positive interactions within the child group seem to contribute to children's engagement despite hyperactivity. Children's engagement, as well as special support to stimulate engagement in preschool, is discussed.

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Section: Externalizing Behaviour Difficulties and Social Interactionsmentioning

confidence: 99%

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Sjöman

Granlund

Almqvist

2016

Early Child Development and Care

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“…For example, a significant positive relationship has been found to exist between prosocial behaviors (e.g., helping a peer) and reading achievement in Kindergarten to Grade 3 (Caprara, Barbaranelli, Pastorelli, Bandura, & Zimbardo, 2000;Miles & Stipek, 2006). This positive impact of prosocial behavior on children's literacy skills may be due to the finding that children who are socially skilled receive more positive feedback and reinforcement from teachers during learning activities (Miles & Stipek, 2006).…”

Section: Social Behavioral Competence and Emergent Literacy Outcomesmentioning

confidence: 92%

“…Although previous studies posit a relationship between social behavior and literacy attainment in Kindergarten through Grade 5 (e.g., Lonigan et al, 1999;Bulotsky-Shearer & Fantuzzo, 2010;Doctoroff et. al., 2006;Miles & Stipek, 2006;Trzesniewski, Moffit, Caspi, Taylor, Maughan, 2006), the strength of the relationship varies across studies.…”

Section: Methodological Differences In the Current Literaturementioning

confidence: 99%

“…Composite scores of emergent literacy and oral language (e.g., expressive and receptive vocabulary) have been commonly employed as the emergent literacy outcome in several studies (e.g., Bulotsky-Shearer & Fantuzzo, 2010;Doctoroff et al, 2006;Miles & Stipek, 2008). The results of these studies indicate that a negative relationship exists between emergent literacy and aggression.…”

Section: Methodological Differences In the Current Literaturementioning

confidence: 99%

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Investigating the relationship between social behaviors and phonological awareness in preschool children

Girard

Girolametto

2013

Journal of Applied Developmental Psychology

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Purpose: This study examined the longitudinal effects of social behaviors in predicting phonological awareness outcomes in 4-year-old children.Method: One hundred and two children (52 boys, 50 girls) were recruited from 11 schools serving low income neighborhoods in a large metropolitan city and were assessed at the beginning and end of the preschool year. All children received assessments of their phonological awareness skills, expressive vocabulary, non-verbal IQ, and teachers completed behavioral ratings at Pretest. At the end of the academic year, children participated in tests of phonological awareness using standardized assessments.Results: The results of a multiple regression analysis indicated that being excluded by peers contributed up to 3% of the variance in negatively predicting phonological awareness outcomes after controlling for initial phonological awareness skills, expressive vocabulary, and cognition which is a small effect size.Conclusion: Early peer exclusion can impact negatively on the acquisition of phonological awareness skills in 4-year-old children in preschool. The results of this study suggest that a child's overall behavioral competence and how they are treated by the peer group may play an important role in their ease of academic skill attainment. Given the link between peer exclusion and difficulties with phonological awareness outcomes, additional professional development programs that provide teachers with strategies to create inclusive classrooms may be warranted in preventing against the emergence of maladaptive behaviors at first entry into formal schooling.3

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“…Early externalizing problems have long been associated with academic underachievement (Bulotsky-Shearer & Fantuzzo, 2011;Hinshaw, 1992). On the other end of the behavior problems spectrum, early internalizing problems are also associated with lower academic skills and achievement (Dobbs, Doctoroff, Fisher, & Arnold, 2006;Rapport, Denney, Chung, & Hustace, 2001).…”

Section: Kindergarten Behavior Problemsmentioning

confidence: 99%

Adult-Child Relationships in Preschool: Perceptions, Contributors to Change, and Associated Child Outcomes

Hartz¹

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This dissertation extended the literature base on adult-child relationships during early childhood and within the preschool context. Study 1 examined how children's negative emotionality moderated the links between both maternal and teacher sensitivity and children's kindergarten behavior problems. Study 1 results indicated that children's relationships with adults across multiple contexts of early childhood development interacted to predict children's internalizing and externalizing behavior. Adult sensitivity was differentially linked to outcomes for children high in early negative emotionality compared to children low in negative emotionality. Study 2 examined change in teachers' perceptions of the teacher-child relationship during one year of preschool. Results indicated that both a child's classroom engagement and a teacher's characteristics were associated with changes in the teacher's perception of his/her relationship with that child. Study 3 extended the limited research on preschool children's perceptions of the teacher-child relationship by examining the reliability and validity of children's relationship perceptions on two measures-a structured interview and a representational drawing. Study 3 findings indicated that in our sample of children as young as three years old with behavior problems, the measure structures were consistent with prior uses with slightly older children. Further, children's relationship perceptions were associated in expected directions with child characteristics, teacher's emotional support and children's classroom interactions. Taken together, these three studies contribute to our understanding of how and under what circumstances adultchild relationships are linked to children's outcomes, contributors to perceptions of teacherchild relationships, and how the teacher-child relationship can be measured. I also dedicate this work to my husband, Jason Mandell, whose support and encouragement made this work possible, and to my siblings, Katy and Matt Hartz, for their encouragement throughout this process. ! v! ACKNOWLEDGEMENTSFirst, I would like to thank my dissertation chair and advisor, Amanda Williford, for the training, guidance, and support she has provided over the past four years. I am incredibly grateful for her feedback on countless paper drafts, her generosity with her time, and the encouragement she has provided, which have made this work possible.I would like to thank my program advisor, Peter Sheras, for his support, advice, and contributions to this work throughout my graduate school training.I am grateful to my dissertation committee members, Jason Downer and Sara RimmKaufman for their interest in this work and their insightful contributions.I am grateful for the training, support, and feedback on this work provided by the team at the Center for Advanced Study of Teaching and Learning. I am grateful for the many wonderful people I have had the opportunity to work with here and for the valuable training opportunities.I would like to thank Helma Koomen for her...

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Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade

Cited by 99 publications

References 67 publications

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Investigating the relationship between social behaviors and phonological awareness in preschool children

Adult-Child Relationships in Preschool: Perceptions, Contributors to Change, and Associated Child Outcomes

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