Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success

Autor/inn/en	McWayne, Christine M.; Fantuzzo, John W.; McDermott, Paul A.
Titel	Preschool Competency in Context: An Investigation of the Unique Contribution of Child Competencies to Early Academic Success
Quelle	In: Developmental Psychology, 40 (2004) 4, S.633-645 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Disadvantaged Youth; Profiles; Academic Achievement; Preschool Children; Child Development; Behavior Problems; Interpersonal Competence; Urban Areas; Scores; Cognitive Style; Measures (Individuals) + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Charakterisierung; Profilanalyse; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Interpersonale Kompetenz; Urban area; Stadtregion; Cognitive styles; Kognitiver Stil; Messdaten
Abstract	The present concurrent study combined developmental and ecological considerations to examine the unique contribution of multiple preschool competencies to an indicator of early academic success. Participants included 195 Head Start children from 32 classrooms representative of a large, urban Head Start program. Dimensional (variable-centered) analyses revealed 3 distinct classroom competency dimensions (i.e., General Classroom Competencies, Specific Approaches to Learning, and Interpersonal Classroom Behavioral Problems). The first 2 of these dimensions were found to be uniquely associated with early academic success. Findings from typological (person-centered) analyses supported the dimensional findings. Typological analyses revealed 7 profiles of classroom competency distinguished by high scores on the dimensions of General Competencies and Approaches to Learning, and these profiles were found to relate differentially to the indicator of early academic success. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10