An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children
Bibliographic Data
| ID | 9786560 |
|---|---|
| Authors | Rebecca Bulotsky-Shearer (0000-0002-7974-0487, Erikson Institute, corresponding author), Rebecca J Bulotsky-Shearer, John W Fantuzzo (University of Pennsylvania), Paul A Mcdermott (University of Pennsylvania) |
| Year | 2008 |
| Volume | 44 |
| Issue | 1 |
| Pages | 139-154 |
| Publication date | 2008-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0012-1649.44.1.139 |
| PMID | 18194013 |
| OpenAlex | W1983863054 |
| Language | EN |
| Citations received | 25 |
| References cited | 34 |
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
Cognition · Cognitive development · Developmental psychology · Head start · Peer group · Set (abstract data type · Situational ethics · Social relation · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
Multiple Child-Care Arrangements and Young Children’s Behavioral Outcomes
Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings
Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation
Self-Regulation in Early Childhood
Making connections for children and teachers
Using data to promote inclusion through early childhood mental health consultation
Teachers’ Use of Spanish in the Classroom
Urbanization and Child Development
Centering Predictor Variables in Three-Level Contextual Models
Social
Unusual Experience in the Covid-19 Pandemic
Playing Board Games to Increase Emotional Competencies in School-Age Children and Older People
Head Start Impact on Social–Emotional Outcomes for Children With Disabilities
Teacher-child racial congruence and young children's preschool adjustment
I See Why They Play”
Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade
Does context matter? Explicit print instruction during reading varies in its influence by child and classroom factors
Arts enrichment and school readiness for children at risk
Classroom age composition and rates of change in school readiness for children enrolled in Head Start
Informing context and change in young children's sociobehavioral development – The national Adjustment Scales for Early Transition in Schooling (Asets)
Do early academic achievement and behavior problems predict long-term effects among Head Start children
The effects on students' emotional and behavioural difficulties of teacher–student interactions, students' social skills and classroom context
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
The social ecology of resilience
Collaborative Competence during preschooler’s Peer Interactions
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
From Neurons to Neighborhoods
Determining the Number of Components from the Matrix of Partial Correlations
Behavior Problems in Preschool Children
Preschool peer interactions and readiness to learn
The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade
Preschool Emotional Competence
Antisocial Behavior, Academic Failure, and School Climate
Behavior Problems of Preschool Children From Low-Income Families
The teacher-child relationship and children's early school adjustment
Testing Moderator and Mediator Effects in Counseling Psychology Research.
A Rationale and Test for the Number of Factors in Factor Analysis
Fit indices in covariance structure modeling
Evaluating the use of exploratory factor analysis in psychological research.
Transactional Models in Early Social Relations
Observing Young Children in Action to Assess their Development
The Ecology of Human Development
A Comparison of Pattern Matching Indices
Remarks on Parallel Analysis
Entry Into School
An evaluation of the special needs referral process for low-income preschool children with emotional and behavioral problems
Contextually-relevant validation of peer play constructs with African American head start children
Examining the psychometric properties of the Early Childhood Environment Rating Scale-Revised (Ecers-R)
Spending time with teacher
Influences on children's competence in early childhood classrooms
Multidimensional assessment of emotional and behavioral adjustment problems of low-income preschool children
An ecobehavioral analysis of early childhood classrooms
Generalization of the Child Observation Record
Measurement of quality in preschool child care classrooms
Preschool Competency in Context
Etiology of child maltreatment
The Scree Test For The Number Of Factors
A power primer
Component analysis versus common factor analysis
| Unique citing works | 25 |
|---|---|
| Citations per year | 1,47 |
| Citation span | 2009 - 2025 (17) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 25 |