An Investigation of Preschool Classroom Behavioral Adjustment Problems and Social-Emotional School Readiness Competencies

Autor/inn/en	Fantuzzo, John W.; Bulotsky-Shearer, Rebecca; Fusco, Rachel A.; McWayne, Christine
Titel	An Investigation of Preschool Classroom Behavioral Adjustment Problems and Social-Emotional School Readiness Competencies
Quelle	In: Early Childhood Research Quarterly, 20 (2005) 3, S.259-275 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2005.07.001
Schlagwörter	School Readiness; Predictor Variables; Play; Preschool Children; Early Intervention; Social Behavior; Child Development Centers; Student Behavior; Student Adjustment; Behavior Problems; Urban Schools; Disadvantaged Youth; Interpersonal Competence + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Prädiktor; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Social behaviour; Soziales Verhalten; Student behaviour; Schülerverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Benachteiligter Jugendlicher; Interpersonale Kompetenz
Abstract	The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10