The Research Connections website is in the process of transitioning all datasets and related materials to the Child & Family Data Archive. Child care and early education research, publications and other resources will remain on Research Connections.

For the best experience, please use Chrome, Firefox, Safari, or Edge.

Predicting first graders' social competence from their preschool classroom interpersonal context

Resource Type: Reports & Papers
Author(s): Spivak, Asha Leah; Farran, Dale Clark;
Date Issued: August, 2016
Description: This study investigates contributions of the preschool classroom interpersonal environment to students' social competence in 1st grade. Participants were 862 ethnically/racially diverse children who attended public preschool classrooms serving low-income families. Systematic observations of 60 classrooms occurred across the preschool year and quantified teacher and student behaviors. Preschool and 1st-grade teachers provided reports of children's social behavior. First-grade teachers also assessed children's problem behaviors. Multilevel analyses indicated that at the end of 1st grade, students who experienced preschool settings with teachers who displayed more approving behavior, less disapproving behavior, and more positive emotional tone showed significant gains in positive social behavior and lower rates of problem behavior, even after students' social skills at preschool entry were controlled. Greater gains in positive social behavior and fewer problem behaviors in 1st grade were also predicted by immersion in preschool classrooms that had more positive and cooperative interactions among peers. Practice or Policy: Universal preschool is a policy under consideration nationally and locally, with social competence often listed as an important goal. This study indicates that even in the absence of a particular social-emotional curriculum, preschool teachers' behaviors and interactions among their students may have lasting implications for children's social development. (author abstract)
show entire record ↓
Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Early Education and Development
Volume Number: 27
Issue Number: 6
Page Range: 735-750
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Child Care & Early Education Quality > Process Quality
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or measures used in its creation.

Academic and Classroom Behavior Record Instruments
Cooper-Farran Behavioral Rating Scales Instruments
Prekindergarten Classroom Dynamics Rating Scale Instruments




Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Preschool classroom processes as predictors of children's cognitive self-regulation skills development Reports & Papers
Emotional reactivity and regulation in Head Start children: Links to ecologically valid behaviors and internalizing problems Reports & Papers
Social-emotional classroom climate in child care, child-teacher relationships and children's second grade peer relations Reports & Papers
The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate Reports & Papers
Exploring the predictable classroom: Preschool teacher stress, emotional supportiveness, and students' social-emotional behavior in private and Head Start classrooms Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.