Classroom and teacher support in kindergarten: Associations with the behavioral and academic adjustment of low-income students

Resource Type: Reports & Papers
Author(s): Lee, Phyllis; Bierman, Karen L.;
Date Issued: July, 2015
Description: For socioeconomically disadvantaged children, a positive experience in kindergarten may play a particularly important role in fostering the behavioral adjustment and learning engagement necessary for school success. Prior research has identified supportive student-teacher relationships and classroom emotional support as two features of the classroom context that can promote student adjustment; however, very few studies have examined these two aspects of the classroom context simultaneously. Given their modest intercorrelations, these dimensions of classroom context may have both unique and shared associations with child progress. This study followed the cases of 164 children as they transitioned from Head Start into elementary school, and regressions revealed significant unique associations between each type of kindergarten support and children's aggressive behaviors, social withdrawal, learning engagement, and emergent literacy skills in first grade, controlling for their prekindergarten adjustment. In addition, learning engagement significantly mediated the association between a supportive relationship with the kindergarten teacher and first-grade literacy skills. (author abstract)
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Funder(s): National Institute of Child Health and Human Development (U.S.) ; Institute of Education Sciences (U.S.)
Journal Title: Merrill-Palmer Quarterly
Volume Number: 61
Issue Number: 3
Page Range: 383-411
Topics: Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality > Process Quality

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
States: PENNSYLVANIA
ISSN: 1535-0266 Online
0272-930X Paper
Peer Reviewed: yes
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