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Ximena Dominguez - One of the best experts on this subject based on the ideXlab platform.
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Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences.
Journal of Educational Psychology, 2012Co-Authors: Rebecca J. Bulotsky-shearer, Ximena Dominguez, Elizabeth R. BellAbstract:Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined between early problem behavior (overactive and underactive behavior) at the child and classroom level and three dimensions of school readiness: cognitive skills, social engagement, and coordinated movement, assessed at the end of the Preschool Year. At the child level, younger children, boys, and underactive and overactive problem behavior were associated with lower school readiness skills. At the classroom level, classroom contexts early in the Preschool Year characterized by high levels of underactive behavior (e.g., social withdrawal among children) were uniquely and additively associated with lower school readiness skills. Contrary to hypotheses, there were no significant associations between classroom behavioral contexts characterized early in the Preschool Year by high levels of overactive behavior (e.g., socially disruptive or dysregulated behavior among children). Findings extend prior research in Head Start. Implications for early identification and intervention are discussed.
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a longitudinal examination of young children s learning behavior child level and classroom level predictors of change throughout the Preschool Year
School Psychology Review, 2010Co-Authors: Ximena Dominguez, Virginia E Vitiello, Michelle F Maier, Daryl B GreenfieldAbstract:Abstract. The studies presented in this article longitudinally examined Preschool children's learning behavior, which has received increased attention in recent Years because of its positive influence on school readiness. The first study used a statewide database (N = 23,434) to examine whether and how learning behavior changed over time. The second study (N = 275) examined whether children's behavioral adjustment and classroom quality significantly predicted learning behavior baseline scores (learning behavior at the beginning of the Preschool Year) and rates of change throughout the Year. Results from both studies indicated that children's learning behavior became more adaptive throughout the Year. Results from the second study suggested that children's shyness was negatively associated with baseline scores and classroom organization was positively associated with rates of change over time. These findings highlight the importance of identifying children who exhibit underactive behavior such as shyness, as well as the potential role classroom quality may play in fostering adaptive learning behavior. ********** Substantial research indicates that children from socioeconomically disadvantaged backgrounds are at heightened risk for educational difficulties (e.g., Bornstein & Bradley, 2003; Brooks-Gunn, Duncan, & Aber, 1997). Quality early childhood programs are important protective influences that can mitigate the negative effects of poverty on early learning (U.S. Department of Health and Human Services, 2001). In addition to promoting children's academic readiness, comprehensive early childhood programs aim to foster classroom behaviors that are conducive to learning and positively influence children's academic readiness in Preschool to facilitate the transition into elementary school (U.S. Department of Health and Human Services, 2002). The term learning behavior, also referred to as approaches to learning, is considered an umbrella term (Hyson, 2008; Kagan, Moore, & Bredekamp, 1995) that encompasses a variety of behaviors, skills, dispositions, and attitudes that describe the way in which children approach or react to learning situations. Some of the most commonly researched learning behaviors include curiosity, competence motivation, initiative, persistence, planning, problem solving, and cooperation with peers (Barnett, Bauer, Ehrhardt, Lentz, & Stollar, 1996). Researchers have found that these behaviors significantly predict academic achievement, even after controlling for the effects of highly predictive yet more stable variables like intelligence (Schaefer & McDermott, 1999). For this reason, some believe that fostering these behaviors can help reduce the achievement gap between advantaged and disadvantaged children (Goodson, 2009). It is important to note, however, that even though these behaviors are theoretically considered malleable and amenable to intervention, little empirical research has examined whether and how they change over time. Assessing how these behaviors change over time and examining how predictor variables affect such change would allow for a better understanding of children's developmental trajectories and a more informed determination of appropriate intervention periods (Singer & Willett, 2003). Developmental ecological theory acknowledges the importance of longitudinal research by stressing how variables affecting development may vary as a function of time (Bronfrenbrenner & Morris, 1998). In addition, developmental ecological theory emphasizes the importance of examining the effects of multiple contexts or sources of influence across time. To understand the development of children's learning behavior early in childhood, it is critical to study this behavior longitudinally and examine the influences of both child-centered characteristics and important proximal contexts, such as the Preschool classroom. Age-Related Changes in Learning Behavior Although there has been no previous research examining longitudinal change in learning behavior, cross-sectional studies have shown age-related changes in specific learning behaviors such as attention, planning, problem solving, and motivation. …
Elizabeth R. Bell - One of the best experts on this subject based on the ideXlab platform.
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Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences.
Journal of Educational Psychology, 2012Co-Authors: Rebecca J. Bulotsky-shearer, Ximena Dominguez, Elizabeth R. BellAbstract:Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined between early problem behavior (overactive and underactive behavior) at the child and classroom level and three dimensions of school readiness: cognitive skills, social engagement, and coordinated movement, assessed at the end of the Preschool Year. At the child level, younger children, boys, and underactive and overactive problem behavior were associated with lower school readiness skills. At the classroom level, classroom contexts early in the Preschool Year characterized by high levels of underactive behavior (e.g., social withdrawal among children) were uniquely and additively associated with lower school readiness skills. Contrary to hypotheses, there were no significant associations between classroom behavioral contexts characterized early in the Preschool Year by high levels of overactive behavior (e.g., socially disruptive or dysregulated behavior among children). Findings extend prior research in Head Start. Implications for early identification and intervention are discussed.
Rebecca J Bulotskyshearer - One of the best experts on this subject based on the ideXlab platform.
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identifying family and classroom practices associated with stability and change of social emotional readiness for a national sample of low income children
Research in Human Development, 2013Co-Authors: Christine M Mcwayne, Rebecca J BulotskyshearerAbstract:Among a nationally representative sample of 2,529 Head Start children, patterns of social-emotional readiness were identified at the beginning and end of children's first Preschool Year. This study documented that although the majority of children remain in a qualitatively similar social-emotional readiness profile across the Year, 34% of children move to a qualitatively different profile reflecting improvements and declines in social-emotional functioning. Child and family attributes (e.g., child age, disability status, and maternal education), as well as contextual factors (e.g., weekly parent home involvement) were significant predictors of these classification patterns, and parents' involvement in educational activities at home significantly moderated transitions among the profiles.
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Preschool behavior problems in classroom learning situations and literacy outcomes in kindergarten and first grade
Early Childhood Research Quarterly, 2011Co-Authors: Rebecca J Bulotskyshearer, John W FantuzzoAbstract:Relations between classroom behavior problems early in the Preschool Year and elementary school literacy and language outcomes were examined for an entire cohort of four-Year-old Head Start children (N = 2682). A cross-classified random effects model was used that controlled for the variance in literacy outcomes attributed to: (a) child-level demographics (age, gender, ethnicity), and end of the Preschool Year cognitive skills; (b) Head Start, kindergarten and first grade classrooms; and (c) kindergarten and first grade schools. Preschool behavior problems were assessed across structured learning situations, and during peer and teacher interactions at the beginning of Head Start. Preschool behavior problems in structured learning situations differentially predicted lower literacy outcomes across all time points. Findings extend previous research and underscore the importance of early identification of problem behavior using developmentally and ecologically valid tools within early childhood classrooms intentionally designed to foster literacy skills.
Daryl B Greenfield - One of the best experts on this subject based on the ideXlab platform.
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a longitudinal examination of young children s learning behavior child level and classroom level predictors of change throughout the Preschool Year
School Psychology Review, 2010Co-Authors: Ximena Dominguez, Virginia E Vitiello, Michelle F Maier, Daryl B GreenfieldAbstract:Abstract. The studies presented in this article longitudinally examined Preschool children's learning behavior, which has received increased attention in recent Years because of its positive influence on school readiness. The first study used a statewide database (N = 23,434) to examine whether and how learning behavior changed over time. The second study (N = 275) examined whether children's behavioral adjustment and classroom quality significantly predicted learning behavior baseline scores (learning behavior at the beginning of the Preschool Year) and rates of change throughout the Year. Results from both studies indicated that children's learning behavior became more adaptive throughout the Year. Results from the second study suggested that children's shyness was negatively associated with baseline scores and classroom organization was positively associated with rates of change over time. These findings highlight the importance of identifying children who exhibit underactive behavior such as shyness, as well as the potential role classroom quality may play in fostering adaptive learning behavior. ********** Substantial research indicates that children from socioeconomically disadvantaged backgrounds are at heightened risk for educational difficulties (e.g., Bornstein & Bradley, 2003; Brooks-Gunn, Duncan, & Aber, 1997). Quality early childhood programs are important protective influences that can mitigate the negative effects of poverty on early learning (U.S. Department of Health and Human Services, 2001). In addition to promoting children's academic readiness, comprehensive early childhood programs aim to foster classroom behaviors that are conducive to learning and positively influence children's academic readiness in Preschool to facilitate the transition into elementary school (U.S. Department of Health and Human Services, 2002). The term learning behavior, also referred to as approaches to learning, is considered an umbrella term (Hyson, 2008; Kagan, Moore, & Bredekamp, 1995) that encompasses a variety of behaviors, skills, dispositions, and attitudes that describe the way in which children approach or react to learning situations. Some of the most commonly researched learning behaviors include curiosity, competence motivation, initiative, persistence, planning, problem solving, and cooperation with peers (Barnett, Bauer, Ehrhardt, Lentz, & Stollar, 1996). Researchers have found that these behaviors significantly predict academic achievement, even after controlling for the effects of highly predictive yet more stable variables like intelligence (Schaefer & McDermott, 1999). For this reason, some believe that fostering these behaviors can help reduce the achievement gap between advantaged and disadvantaged children (Goodson, 2009). It is important to note, however, that even though these behaviors are theoretically considered malleable and amenable to intervention, little empirical research has examined whether and how they change over time. Assessing how these behaviors change over time and examining how predictor variables affect such change would allow for a better understanding of children's developmental trajectories and a more informed determination of appropriate intervention periods (Singer & Willett, 2003). Developmental ecological theory acknowledges the importance of longitudinal research by stressing how variables affecting development may vary as a function of time (Bronfrenbrenner & Morris, 1998). In addition, developmental ecological theory emphasizes the importance of examining the effects of multiple contexts or sources of influence across time. To understand the development of children's learning behavior early in childhood, it is critical to study this behavior longitudinally and examine the influences of both child-centered characteristics and important proximal contexts, such as the Preschool classroom. Age-Related Changes in Learning Behavior Although there has been no previous research examining longitudinal change in learning behavior, cross-sectional studies have shown age-related changes in specific learning behaviors such as attention, planning, problem solving, and motivation. …
Rebecca J. Bulotsky-shearer - One of the best experts on this subject based on the ideXlab platform.
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Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences.
Journal of Educational Psychology, 2012Co-Authors: Rebecca J. Bulotsky-shearer, Ximena Dominguez, Elizabeth R. BellAbstract:Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined between early problem behavior (overactive and underactive behavior) at the child and classroom level and three dimensions of school readiness: cognitive skills, social engagement, and coordinated movement, assessed at the end of the Preschool Year. At the child level, younger children, boys, and underactive and overactive problem behavior were associated with lower school readiness skills. At the classroom level, classroom contexts early in the Preschool Year characterized by high levels of underactive behavior (e.g., social withdrawal among children) were uniquely and additively associated with lower school readiness skills. Contrary to hypotheses, there were no significant associations between classroom behavioral contexts characterized early in the Preschool Year by high levels of overactive behavior (e.g., socially disruptive or dysregulated behavior among children). Findings extend prior research in Head Start. Implications for early identification and intervention are discussed.
