The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning

Domínguez, Ximena; Vitiello, Virginia E.; Fuccillo, Janna M.; Greenfield, Daryl B.; Bulotsky‐Shearer, Rebecca J.

doi:10.1016/j.jsp.2010.11.002

Cited by 68 publications

(51 citation statements)

References 46 publications

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“…For children of caregivers low in depressive symptoms, varying levels of classroom emotional support were not associated with the trajectory of prosocial development. This is consistent with previous research showing that at-risk children are more sensitive to the beneficial effects of the classroom climate (Domínguez et al, 2011;Hamre & Pianta, 2005;Rimm-Kaufman et al, 2002).…”

Section: Discussionsupporting

confidence: 93%

“…Prosocial behaviors in this context are directed toward peers and the teacher. These prosocial behaviors in preschool settings are highly predictive of future school adaptation in terms of both achievement and peer acceptance (Domínguez et al, 2011). As a result, the assessment of prosocial behavior in the current study suggests that the findings may have more predictive validity for students' subsequent adaptation.…”

Section: Discussionmentioning

confidence: 66%

“…Emotional support in a classroom reflects the teacher's ability to foster interactions characterized by warmth and low negativity, as well as the teacher's sensitivity and responsiveness to students' needs (Hamre & Pianta, 2007). In addition to enhancing academic outcomes (Curby, Rimm-Kaufman, & Ponitz, 2009), emotionally supportive classrooms also contribute to the development of selfregulation and adaptive social behavior through the modeling of interpersonal relations by the teacher, encouragement of appropriate emotional responses, and individualized attention (Domínguez, Vitiello, Fuccillo, Greenfield, & Bulotsky-Shearer, 2011;Hamre & Pianta, 2005). Emotional support in the classroom is associated with lower levels of negative behaviors, as well higher levels of positive social behaviors (Lambert et al, 2002;Mashburn et al, 2008).…”

Section: Classroom Climate As a Protective Factor For Prosocial Develmentioning

confidence: 99%

See 2 more Smart Citations

Can classroom emotional support enhance prosocial development among children with depressed caregivers?

Johnson

Seidenfeld

Izard

et al. 2013

Early Childhood Research Quarterly

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Section: Discussionsupporting

confidence: 93%

Section: Discussionmentioning

confidence: 66%

Section: Classroom Climate As a Protective Factor For Prosocial Develmentioning

confidence: 99%

See 1 more Smart Citation

Can classroom emotional support enhance prosocial development among children with depressed caregivers?

Johnson

Seidenfeld

Izard

et al. 2013

Early Childhood Research Quarterly

View full text Add to dashboard Cite

“…These skills are malleable, and therefore susceptible to interventions, and generalized to other areas of children's life (Domínguez et al, 2011). When controlling for stable traits such as intelligence, it has been found that learning processes account for most of the variability of academic success in the classroom (Schaefer and McDermott, 1999).…”

Section: State Of the Art And Why It Is Time For Epistemological Reflmentioning

confidence: 99%

Explicit and implicit issues in the developmental cognitive neuroscience of social inequality

Lipina¹,

Olesinska²

2012

Front. Hum. Neurosci.

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The appearance of developmental cognitive neuroscience (DCN) in the socioeconomic status (SES) research arena is hugely transformative, but challenging. We review challenges rooted in the implicit and explicit assumptions informing this newborn field. We provide balanced theoretical alternatives on how hypothesized psychological processes map onto the brain (e.g., problem of localization) and how experimental phenomena at multiple levels of analysis (e.g., behavior, cognition and the brain) could be related. We therefore examine unclear issues regarding the existing perspectives on poverty and their relationships with low SES, the evidence of low-SES adaptive functioning, historical precedents of the “alternate pathways” (neuroplasticity) interpretation of learning disabilities related to low-SES and the notion of deficit, issues of “normativity” and validity in findings of neurocognitive differences between children from different SES, and finally alternative interpretations of the complex relationship between IQ and SES. Particularly, we examine the extent to which the available laboratory results may be interpreted as showing that cognitive performance in low-SES children reflects cognitive and behavioral deficits as a result of growing up in specific environmental or cultural contexts, and how the experimental findings should be interpreted for the design of different types of interventions—particularly those related to educational practices—or translated to the public—especially the media. Although a cautionary tone permeates many studies, still, a potential deficit attribution—i.e., low-SES is associated with cognitive and behavioral developmental deficits—seems almost an inevitable implicit issue with ethical implications. Finally, we sketch the agenda for an ecological DCN, suggesting recommendations to advance the field, specifically, to minimize equivocal divulgation and maximize ethically responsible translation.

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“…The most significant conclusions stemming from this line of research indicate that behavioral problems predict approaches to learning (Domínguez et al, 2011) and mediate in the relationship between early behavior problems and future academic achievement (Domínguez and Greenfield, 2009). In addition, higher competence motivation may especially lead to reducing the risk of learning disabilities in elementary and secondary education (McDermott et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD

et al. 2017

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Children diagnosed with attention deficit/hyperactivity disorder (ADHD) are at risk of experiencing lower academic achievement compared to their peers without ADHD. However, we have a limited understanding of the mechanisms underlying this association. Both the symptoms of the disorder and the executive functions can negatively influence learning behaviors, including motivation, attitude toward learning, or persistence, key aspects of the learning process. The first objective of this study was to compare different components of learning behaviors in children diagnosed with ADHD and typically developing (TD) children. The second objective was to analyze the relationships among learning behaviors, executive functioning, and symptoms of hyperactivity/impulsivity in both groups. Participants were 35 children diagnosed with ADHD and 37 with TD (7–11 years old), matched on age and IQ. The teachers filled out the Behavior Rating Inventory of Executive Function (BRIEF) and the Learning Behaviors Scale, which evaluates Competence/motivation, Attitude toward learning, Attention/persistence, and Strategy/flexibility. In addition, parents and teachers filled out the DSM-5 diagnostic criteria for ADHD. ANOVAs showed significant differences between children with ADHD and TD children on all the learning behaviors. Moreover, in both the ADHD and TD groups, the behavioral regulation index of the BRIEF predicted the search for strategies, and the metacognition index was a good predictor of motivation. However, attitude toward learning was predicted by metacognition only in the group with ADHD. Therefore, the executive functions had greater power than the typical symptoms of inattention and hyperactivity/impulsivity in predicting learning behaviors of children with ADHD. The findings are in line with other studies that support the influence of the executive functions on performance, highlighting the importance of including their development as a top priority from early ages in the school setting in order to strengthen learning behaviors.

show abstract

The role of context in preschool learning: A multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning

Cited by 68 publications

References 46 publications

Can classroom emotional support enhance prosocial development among children with depressed caregivers?

Can classroom emotional support enhance prosocial development among children with depressed caregivers?

Explicit and implicit issues in the developmental cognitive neuroscience of social inequality

The Impact of Inattention, Hyperactivity/Impulsivity Symptoms, and Executive Functions on Learning Behaviors of Children with ADHD

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