An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children

Developmental Psychology
Rebecca J Bulotsky-ShearerPaul A McDermott

Abstract

This study used a developmental-ecological approach to investigate the relationship across the school year between early problems in preschool classroom situations and a comprehensive set of readiness competencies for urban low-income children. Study 1 identified 3 reliable and unique underlying classroom situational dimensions where behavior problems occurred: structured learning, peer interaction, and teacher interaction situations. Boys and younger children evidenced more problematic behavior across all situations. Study 2 investigated the relationship between early problems in the situations and readiness outcomes. Early situational difficulties uniquely and differentially predicted lower peer social and classroom learning outcomes. In combination, both the type of behavior problem (what) and the situational problem (where) explained greater variance in the prediction of readiness outcomes, contributing to a more comprehensive understanding of developmental trajectories.

Citations

Apr 5, 2013·Journal of the International Neuropsychological Society : JINS·Vicki AndersonCathy Catroppa
Feb 27, 2013·Early Education and Development·Amanda P WillifordJason T Downer
Jan 12, 2011·The American Journal of Orthopsychiatry·Michael Ungar
Feb 25, 2009·Child Development·Taryn W Morrissey
Oct 1, 2011·Child Development·William T GormleyShirley Adelstein
Sep 8, 2011·New Directions for Child and Adolescent Development·Megan M McClelland, Claire E Cameron
May 12, 2016·Social Work in Public Health·Kyunghee Lee, Jung-Sook Lee
Dec 8, 2016·Multivariate Behavioral Research·Ahnalee M BrincksDaniel J Feaster
Feb 9, 2017·Journal of Neurotrauma·Vicki AndersonCathy Catroppa
Jul 1, 2012·Early Education and Development·Leslie M BoorenVirginia E Vitiello

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