Literaturnachweis - Detailanzeige
Autor/inn/en | Mashburn, Andrew J.; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Barbarin, Oscar A.; Bryant, Donna; Burchinal, Margaret; Early, Diane M.; Howes, Carollee |
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Titel | Measures of Classroom Quality in Prekindergarten and Children's Development of Academic, Language, and Social Skills |
Quelle | In: Child Development, 79 (2008) 3, S.732-749 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0009-3920 |
DOI | 10.1111/j.1467-8624.2008.01154.x |
Schlagwörter | Preschool Children; Preschool Education; Skill Development; Language Skills; Interpersonal Competence; Academic Ability; Educational Quality; Teacher Student Relationship; School Readiness; Classroom Environment; Program Evaluation Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Language skill; Sprachkompetenz; Interpersonale Kompetenz; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Readiness for school; School ability; Schulreife; Klassenklima; Unterrichtsklima; Programme evaluation; Programmevaluation |
Abstract | This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness. (Author). |
Anmerkungen | Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |