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Stoiber KC, Gettinger M. Sustainable early literacy outcomes for young children of poverty: Influences of attendance, social competence, and problem behaviour. JOURNAL OF PSYCHOLOGY IN AFRICA 2021. [DOI: 10.1080/14330237.2021.1978667] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Karen C. Stoiber
- Department of Educational Psychology, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin, United States of America
| | - Maribeth Gettinger
- Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, United States of America
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Leyva D, Catalán Molina D, Suárez C, Tamis-LeMonda CS, Yoshikawa H. Mother-Child Reminiscing and First-Graders’ Emotion Competence in a Low-Income and Ethnically Diverse Sample. JOURNAL OF COGNITION AND DEVELOPMENT 2021. [DOI: 10.1080/15248372.2021.1908293] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Wilson BJ, Dauterman HA, Frey KS, Rutter TM, Myers J, Zhou V, Bisi E. Effortful control moderates the relation between negative emotionality and socially appropriate behavior. J Exp Child Psychol 2021; 207:105119. [PMID: 33743414 DOI: 10.1016/j.jecp.2021.105119] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2019] [Revised: 12/17/2020] [Accepted: 01/22/2021] [Indexed: 11/30/2022]
Abstract
The current study investigated the relation between negative emotionality and socially appropriate behavior in a diverse sample of preschool and kindergarten children (N = 74). More specifically, we tested whether effortful control would moderate this relation. A computerized task measured children's effortful control by assessing their accuracy in shifting attention between different emotionally valenced faces (happy and angry) while inhibiting their responses to neutral faces. Teachers completed the Affect Intensity Scale-Child Version to assess child negative emotionality as well as the Preschool and Kindergarten Behavior Scales to assess two aspects of socially appropriate behavior (social cooperation and inhibition of externalizing behavior). Regression analyses indicated that children with high negative emotionality and strong effortful control had fewer externalizing problems and greater social cooperation compared with their counterparts with weaker effortful control. These findings support and extend previous research suggesting that effortful control may protect children, particularly those with high negative emotionality, from poor social outcomes. A novel contribution of this study is its use of an attention shifting task that incorporates emotionally salient stimuli. These findings have important implications for educators working with young children who encounter increased expectations for regulating their behavior during preschool and kindergarten.
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Affiliation(s)
- Beverly J Wilson
- Department of Clinical Psychology, Seattle Pacific University, Seattle, WA 98119, USA.
| | - Hayley A Dauterman
- Department of Clinical Psychology, Seattle Pacific University, Seattle, WA 98119, USA
| | - Karin S Frey
- Educational Psychology, College of Education, University of Washington, Seattle, WA 98115, USA
| | - Tara M Rutter
- Department of Clinical Psychology, Seattle Pacific University, Seattle, WA 98119, USA
| | - Julianne Myers
- Department of Clinical Psychology, Seattle Pacific University, Seattle, WA 98119, USA
| | - Vanessa Zhou
- Department of Clinical Psychology, Seattle Pacific University, Seattle, WA 98119, USA
| | - Elizabeth Bisi
- Department of Clinical Psychology, Seattle Pacific University, Seattle, WA 98119, USA
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Schuetze P, Molnar D, Eiden RD, Shisler S, Zhao J, Colder CR, Huestis MA. The effect of prenatal adversity on externalizing behaviors at 24 months of age in a high-risk sample: Maternal sensitivity as a moderator. Infant Ment Health J 2020; 41:530-542. [PMID: 32594565 DOI: 10.1002/imhj.21863] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
Abstract
The purpose of this study was to examine the moderating role of maternal sensitivity on the association between prenatal adversity and externalizing behaviors at 24 months of age in a diverse, high-risk sample. We hypothesized that among children with higher prenatal adversity, high maternal sensitivity would serve as a protective factor. Participants were 247 primarily low-income, diverse dyads. Results indicated a significant interaction effect of maternal sensitivity and prenatal adversity on externalizing problems. The association between prenatal adversity and externalizing behaviors was significant only among children who experienced low prenatal adversity, with higher maternal sensitivity associated with lower externalizing behaviors. These findings indicate that, in the absence of high prenatal risk, responsive and sensitive parenting can buffer children in an otherwise high-risk sample from the development of externalizing behaviors.
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Affiliation(s)
- Pamela Schuetze
- Department of Psychology, State University of New York Buffalo State, Buffalo, New York, USA.,Research Institute on Addictions, University at Buffalo, Buffalo, New York, USA
| | | | - Rina D Eiden
- Research Institute on Addictions, University at Buffalo, Buffalo, New York, USA.,Department of Psychology, University at Buffalo, Buffalo, New York, USA
| | - Shannon Shisler
- Research Institute on Addictions, University at Buffalo, Buffalo, New York, USA
| | - Junru Zhao
- Research Institute on Addictions, University at Buffalo, Buffalo, New York, USA
| | - Craig R Colder
- Department of Psychology, University at Buffalo, Buffalo, New York, USA
| | - Marilyn A Huestis
- School of Medicine, University of Maryland, College Park, Maryland, USA
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Bulotsky-Shearer RJ, Fernandez VA, Bichay-Awadalla K, Bailey J, Futterer J, Qi CH. Teacher-child interaction quality moderates social risks associated with problem behavior in preschool classroom contexts. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2019.101103] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Rikoon SH, McDermott PA, Fantuzzo JW. Approaches to Learning Among Head Start Alumni: Structure and Validity of the Learning Behaviors Scale. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2012.12087509] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Dobbs-Oates J, Robinson C. Preschoolers' Mathematics Skills and Behavior: Analysis of a National Sample. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2012.12087495] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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DuBois MR, Volpe RJ, Hemphill EM. A Randomized Trial of a Computer-Assisted Tutoring Program Targeting Letter-Sound Expression. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2014.12087446] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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McDermott PA, Rikoon SH, Waterman C, Fantuzzo JW. The Preschool Learning Behaviors Scale: Dimensionality and External Validity in Head Start. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.1080/02796015.2012.12087376] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Trajectories of Externalizing Behavior Problems in Young Children and its Associations with Elementary School Adjustment and Executive Function Difficulties: Using Growth Mixture Modeling. ADONGHAKOEJI 2018. [DOI: 10.5723/kjcs.2018.39.6.41] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
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MacDonald M, Lipscomb S, McClelland MM, Duncan R, Becker D, Anderson K, Kile M. Relations of Preschoolers' Visual-Motor and Object Manipulation Skills With Executive Function and Social Behavior. RESEARCH QUARTERLY FOR EXERCISE AND SPORT 2016; 87:396-407. [PMID: 27732149 PMCID: PMC5549668 DOI: 10.1080/02701367.2016.1229862] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
PURPOSE The purpose of this article was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom during the preschool year. METHOD Ninety-two children aged 3 to 5 years old (Mage = 4.31 years) were recruited to participate. Comprehensive measures of visual-motor integration skills, object manipulation skills, executive function, and social behaviors were administered in the fall and spring of the preschool year. RESULTS Our findings indicated that children who had better visual-motor integration skills in the fall had better executive function scores (B = 0.47 [0.20], p < .05, β = .27) in the spring of the preschool year after controlling for age, gender, Head Start status, and site location, but not after controlling for children's baseline levels of executive function. In addition, children who demonstrated better object manipulation skills in the fall showed significantly stronger social behavior in their classrooms (as rated by teachers) in the spring, including more self-control (B - 0.03 [0.00], p < .05, β = .40), more cooperation (B = 0.02 [0.01], p < .05, β = .28), and less externalizing/hyperactivity (B = - 0.02 [0.01], p < .05, β = - .28) after controlling for social behavior in the fall and other covariates. CONCLUSION Children's visual-motor integration and object manipulation skills in the fall have modest to moderate relations with executive function and social behaviors later in the preschool year. These findings have implications for early learning initiatives and school readiness.
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Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2016. [DOI: 10.1016/j.appdev.2016.01.008] [Citation(s) in RCA: 76] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023]
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Wu Z, Hu BY, Fan X. Cross-Cultural Validity of Preschool Learning Behavior Scale in Chinese Cultural Context. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2016. [DOI: 10.1177/0734282916651538] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This study investigated the cross-cultural validity of the Preschool Learning Behavior Scale (PLBS) in the Chinese cultural context. Multiple approaches were used for this purpose, including exploratory factor analysis, confirmatory factor analysis, criterion-related validity evidence, and internal consistency reliability estimates. The findings generally supported the PLBS’ three-factor structure (Competence Motivation, Learning Strategy, and Attention/Persistence) as used in the Chinese cultural context, and with minor adaptations, PLBS could be a psychometrically sound measure for assessing the learning behaviors of Chinese children.
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Piché G, Fitzpatrick C, Pagani LS. Associations between Extracurricular Activity and Self-Regulation: A Longitudinal Study from 5 to 10 Years of Age. Am J Health Promot 2015; 30:e32-40. [DOI: 10.4278/ajhp.131021-quan-537] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose. Health promotion in youth is likely to benefit from enhancing academic achievement and physical activity. The present study examines how kindergarten childhood self-regulation skills and behaviors predict involvement in both structured and unstructured physical and nonphysical extracurricular activities in the fourth grade. As a second objective this study also investigated how kindergarten childhood participation in extracurricular activities predicts classroom engagement, reflective of self-regulation, by the fourth grade. Design. Secondary analyses were conducted using prospective-longitudinal data. Setting. The Quebec Longitudinal Study of Child Development, Quebec, Canada. Subjects. Participants were randomly selected at birth from a stratified sample of 2694 born in Québec, Canada, between 1997 and 1998. Participants were included if they had complete data on teacher ratings of child self-regulation as measured by classroom engagement and parent ratings of sports participation (n = 935). Measures. Teachers reported self-regulation skills in children through a measure of classroom engagement. Parents provided reports of child participation extracurricular activities. Analysis. Ordinary least-squares regressions were conducted. Results. A higher-frequency kindergarten involvement with structured physical activities was associated with fourth-grade classroom engagement (β = .061, 95% confidence interval [CI]: .017, .104). Better kindergarten classroom engagement predicted more frequent participation in fourth-grade structured physical activities (β = .799, 95% CI: .405, 1.192) and team sports (β = .408, 95% CI: .207, .608). Conclusion. Results suggest mutual relations between physical activity and self-regulation from kindergarten to grade four. This suggests strong learning skills indicative of self-regulation and opportunities to participate in supervised physical activities or sports teams may help children develop healthy dispositions and behaviors in emerging adolescence.
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Lipscomb ST, Laurent H, Neiderhiser JM, Shaw DS, Natsuaki MN, Reiss D, Leve LD. Genetic vulnerability interacts with parenting and early care education to predict increasing externalizing behavior. INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT 2013; 38:70-80. [PMID: 25067867 DOI: 10.1177/0165025413508708] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The current study examined interactions among genetic influences and children's early environments on the development of externalizing behaviors from 18 months to 6 years of age. Participants included 233 families linked through adoption (birth parents and adoptive families). Genetic influences were assessed by birth parent temperamental regulation. Early environments included both family (overreactive parenting) and out-of-home factors (center-based Early Care and Education; ECE). Overreactive parenting predicted more child externalizing behaviors. Attending center-based ECE was associated with increasing externalizing behaviors only for children with genetic liability for dysregulation. Additionally, children who were at risk for externalizing behaviors due to both genetic variability and exposure to center-based ECE were more sensitive to the effects of overreactive parenting on externalizing behavior than other children.
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McDermott PA, Watkins MW, Rovine MJ, Rikoon SH. Assessing changes in socioemotional adjustment across early school transitions-new national scales for children at risk. J Sch Psychol 2012; 51:97-115. [PMID: 23375175 DOI: 10.1016/j.jsp.2012.10.002] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2012] [Revised: 10/09/2012] [Accepted: 10/15/2012] [Indexed: 10/27/2022]
Abstract
This article reports the development and evidence for validity and application of the Adjustment Scales for Early Transition in Schooling (ASETS). Based on primary analyses of data from the Head Start Impact Study, a nationally representative sample (N=3077) of randomly selected children from low-income households is configured to inform developmental-transitional stability and change in socioemotional adjustment. Longitudinal exploratory and confirmatory factor analysis of the ASETS revealed behavioral dimensions of Aggression, Attention Seeking, Reticence/Withdrawal, Low Energy, and higher-order dimensions of Overactivity and Underactivity. Each dimension was vertically equated through IRT, with Bayesian scoring across 2 years of prekindergarten, kindergarten, and 1st grade. Multilevel modeling provides evidence for concurrent validity, assessment of future risk, and detection of differential growth trajectories across the 4 years of early school transition.
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Vitiello VE, Booren LM, Downer JT, Williford A. Variation in children's classroom engagement throughout a day in preschool: Relations to classroom and child factors. EARLY CHILDHOOD RESEARCH QUARTERLY 2012; 27:210-220. [PMID: 25717218 PMCID: PMC4337405 DOI: 10.1016/j.ecresq.2011.08.005] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
This study examined sources of variability in preschool children's positive and negative engagement with teachers, peers, and tasks, and how that variability was related to both classroom activity settings (e.g., teacher-structured time, outdoor time, transitions) and child factors (age, gender). Participants were 283 socioeconomically and linguistically diverse children drawn from 84 classrooms, 34 to 63 months old (M = 50.8, SD = 6.5). Each child's engagement was observed and rated multiple times within a single day. Results suggested that children's engagement varied significantly across the preschool day. Activity settings that provided children with a greater degree of choice (free choice and outdoor time) were associated with more positive engagement with peers and tasks, while teacher-structured activities were associated with more positive engagement with teachers. Transitions emerged as a difficult part of the day, associated with less positive engagement with teachers and tasks. Older children were rated higher on peer and task engagement. These findings, together with previous research, suggest that both characteristics of the classroom setting and child factors are associated with children's classroom engagement throughout a day in preschool.
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Affiliation(s)
- Virginia E. Vitiello
- University of Virginia, 350 Old Ivy Way, Charlottesville, VA 22903
- Teachstone, 105 Monticello Ave., Charlottesville, VA 22903
| | - Leslie M. Booren
- University of Virginia, 350 Old Ivy Way, Charlottesville, VA 22903
| | - Jason T. Downer
- University of Virginia, 350 Old Ivy Way, Charlottesville, VA 22903
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Preschool interactive peer play mediates problem behavior and learning for low-income children. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2012. [DOI: 10.1016/j.appdev.2011.09.003] [Citation(s) in RCA: 49] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Arnold DH, Kupersmidt JB, Voegler-Lee ME, Marshall N. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills. EARLY CHILDHOOD RESEARCH QUARTERLY 2012; 27:376-386. [PMID: 23002324 PMCID: PMC3445416 DOI: 10.1016/j.ecresq.2011.12.009] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.
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Affiliation(s)
- David H Arnold
- Psychology Department, University of Massachusetts, Amherst
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Bulotsky-Shearer RJ, Manz PH, Mendez JL, McWayne CM, Sekino Y, Fantuzzo JW. Peer Play Interactions and Readiness to Learn: A Protective Influence for African American Preschool Children From Low-Income Households. CHILD DEVELOPMENT PERSPECTIVES 2011. [DOI: 10.1111/j.1750-8606.2011.00221.x] [Citation(s) in RCA: 38] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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The role of context in preschool learning: a multilevel examination of the contribution of context-specific problem behaviors and classroom process quality to low-income children's approaches to learning. J Sch Psychol 2011; 49:175-95. [PMID: 21530763 DOI: 10.1016/j.jsp.2010.11.002] [Citation(s) in RCA: 47] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2009] [Revised: 11/24/2010] [Accepted: 11/27/2010] [Indexed: 11/23/2022]
Abstract
Research suggests that promoting adaptive approaches to learning early in childhood may help close the gap between advantaged and disadvantaged children. Recent research has identified specific child-level and classroom-level variables that are significantly associated with preschoolers' approaches to learning. However, further research is needed to understand the interactive effects of these variables and determine whether classroom-level variables buffer the detrimental effects of child-level risk variables. Using a largely urban and minority sample (N=275) of preschool children, the present study examined the additive and interactive effects of children's context-specific problem behaviors and classroom process quality dimensions on children's approaches to learning. Teachers rated children's problem behavior and approaches to learning and independent assessors conducted classroom observations to assess process quality. Problem behaviors in structured learning situations and in peer and teacher interactions were found to negatively predict variance in approaches to learning. Classroom process quality domains did not independently predict variance in approaches to learning. Nonetheless, classroom process quality played an important role in these associations; high emotional support buffered the detrimental effects of problem behavior, whereas high instructional support exacerbated them. The findings of this study have important implications for classroom practices aimed at helping children who exhibit problem behaviors.
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Typology of emotional and behavioral adjustment for low-income children: A child-centered approach. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2010. [DOI: 10.1016/j.appdev.2009.12.002] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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