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Turnbull KL, DeCoster J, Downer JT, Williford AP. Elucidating Linkages of Executive Functioning to School Readiness Skill Gains: The Mediating Role of Behavioral Engagement in the PreK Classroom. EARLY CHILDHOOD RESEARCH QUARTERLY 2024; 69:38-48. [PMID: 39070245 PMCID: PMC11271645 DOI: 10.1016/j.ecresq.2024.07.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 07/30/2024]
Abstract
This study investigated links of executive functioning to gains in school readiness skills and explored the mediating role of children's behavioral engagement in the PreK classroom. We collected direct assessments of executive functioning (EF) and observations of behavioral engagement for 767 children (mean age 52.63 months) from racially/ethnically diverse, low-income backgrounds three times over the PreK year. We also measured school readiness in the domains of language, literacy, and math using direct assessments and collected teacher-report measures of socialemotional-behavioral skills and approaches to learning. Our analyses addressed the following three research questions: 1) To what extent does children's EF predict school readiness skill gains during PreK? 2) To what extent does children's behavioral engagement in PreK classrooms predict school readiness skill gains? 3) To what extent does behavioral engagement mediate the relation of EF with school readiness skill gains? We observed that EF was positively related to gains in language, math, and approaches to learning. Regarding behavioral engagement, Negative Classroom Engagement was negatively related to gains in literacy, math, social-emotionalbehavioral skills, and approaches to learning while Positive Task Engagement was positively related to gains in approaches to learning. Negative Classroom Engagement significantly mediated the effects of EF on gains in the domains of literacy, socialemotional-behavioral skills, and approaches to learning. We describe implications of these findings for promoting children's ability to learn and thrive in PreK contexts with a focus on their engagement with teachers, peers, and learning activities.
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Affiliation(s)
- Khara L.P. Turnbull
- University of Virginia, Center for Advanced Study of Teaching and Learning; PO BOX 800784, Charlottesville, VA, 22908
| | - Jamie DeCoster
- University of Virginia, Center for Advanced Study of Teaching and Learning; PO BOX 800784, Charlottesville, VA, 22908
| | - Jason T. Downer
- University of Virginia, Center for Advanced Study of Teaching and Learning; PO BOX 800784, Charlottesville, VA, 22908
| | - Amanda P. Williford
- University of Virginia, Center for Advanced Study of Teaching and Learning; PO BOX 800784, Charlottesville, VA, 22908
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Martin A, Wright A, Phillips DA, Castle S, Johnson AD. Exploring the Features of the Self-Regulatory Environment in Kindergarten Classrooms. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2024; 93:101659. [PMID: 39035260 PMCID: PMC11259099 DOI: 10.1016/j.appdev.2024.101659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/23/2024]
Abstract
Self-regulatory skills are increasingly recognized as critical early education goals, but few efforts have been made to identify all the features of the classroom that actually promote such skills. This study experiments with a new observational measure capturing three dimensions of the classroom environment hypothesized to influence self-regulation: classroom management, emotionally supportive interactions, and direct promotion of self-regulatory skills. These classroom dimensions were tested as predictors of change over the kindergarten year in both self-regulatory and academic skills in a sample of racially/ethnically-diverse low-income children in Tulsa, OK. Results showed that classroom management was associated with small gains in one of four measures of self-regulation, and four of six measures of academic skills. The other dimensions of the environment had weak or no associations with outcomes. These results indicate that further work is needed to refine both models and measures of the self-regulatory environment.
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Affiliation(s)
- Anne Martin
- Georgetown University, Psychology Department, 303 White-Gravenor Hall, 37 and O Streets, NW, Washington, DC 20057, USA
| | - Anna Wright
- Georgetown University, Psychology Department, 303 White-Gravenor Hall, 37 and O Streets, NW, Washington, DC 20057, USA
| | - Deborah A. Phillips
- Georgetown University, Psychology Department, 303 White-Gravenor Hall, 37 and O Streets, NW, Washington, DC 20057, USA
| | - Sherri Castle
- University of Oklahoma – Tulsa, Early Childhood Education Institute, 4502 E. 41 Street, Tulsa, OK 74135, USA
| | - Anna D. Johnson
- Georgetown University, Psychology Department, 303 White-Gravenor Hall, 37 and O Streets, NW, Washington, DC 20057, USA
| | - The Tulsa SEED Study Team
- The Tulsa SEED Study Team also includes Dr. Diane Horm, Dr. Gigi Luk, April Dericks, Anna Wright, Dr. Jane Hutchison, Dr. Owen Schochet, and Dr. Annie Partika
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Dede Yildirim E, Frosch CA, Santos AJ, Veríssimo M, Bub K, Vaughn BE. Antecedents to and outcomes associated with teacher-child relationship perceptions in early childhood: Further evidence for child-driven effects. Child Dev 2024; 95:679-698. [PMID: 37902065 DOI: 10.1111/cdev.14033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 07/10/2023] [Accepted: 09/10/2023] [Indexed: 10/31/2023]
Abstract
Preschool teachers' perceptions about relationships with students (teacher-child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes influence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107 girls, 89 longitudinal, and ~75% European American). Teachers rated TCRs and child social/affective behaviors. Teacher-child interactions (TCIs) and children's affect expressiveness were observed. Child SC and receptive vocabulary were assessed. TCRs were significantly correlated with each type of outcome. TCIs, SC, expressed affect, and teacher-rated behaviors also predicted TCRs longitudinally. Results suggest that TCR ratings predict subsequent adaptation because they summarize children's behavioral profiles rather than on TCR quality per se.
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Mulvihill A, Armstrong R, Casey C, Redshaw J, Scarinci N, Slaughter V. Early childhood educators' mental state language and children's theory of mind in the preschool setting. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023; 41:227-245. [PMID: 37042035 DOI: 10.1111/bjdp.12449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2022] [Revised: 03/15/2023] [Accepted: 03/22/2023] [Indexed: 04/13/2023]
Abstract
The study examined the presence and nature of a relationship between 13 early childhood educators' mental state language (MSL) and 77 preschool children's (3- to 5 years) Theory of Mind (ToM). Educator language samples were elicited during two naturalistic group-time contexts, wordless picture book storytelling and an instructional building task. MSL was coded according to a comprehensive scheme that captures facets of MSL content and quality. To account for well-established determinants of ToM, a range of child- and family-level factors were also measured. Results indicated no significant relationship between educator MSL during group level instruction and children's ToM in the preschool setting. Although these findings challenge the assumption that educators' MSL is important for children's ToM development, important future directions are discussed.
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Affiliation(s)
- Aisling Mulvihill
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| | - Rebecca Armstrong
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Charlotte Casey
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| | - Jonathan Redshaw
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
| | - Nerina Scarinci
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Queensland, Australia
| | - Virginia Slaughter
- School of Psychology, The University of Queensland, Brisbane, Queensland, Australia
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Tan R, Guo X, Chen S, He G, Wu X. Callous-unemotional traits and externalizing problem behaviors in left-behind preschool children: the role of emotional lability/negativity and positive teacher-child relationship. Child Adolesc Psychiatry Ment Health 2023; 17:82. [PMID: 37386597 DOI: 10.1186/s13034-023-00633-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/23/2023] [Accepted: 06/21/2023] [Indexed: 07/01/2023] Open
Abstract
BACKGROUND Callous-unemotional traits and emotional lability/negativity of young children have been regarded as the markers of externalizing problem behaviors. Based on the sensitivity to threat and affiliative reward model and the general aggression model, emotional lability/negativity may act as a mediator in the relationship between callous-unemotional traits and externalizing problem behaviors. Additionally, a positive teacher-child relationship could act as a buffer given the parental absence in left-behind children. However, these links remain unexplored in left-behind preschool children. Therefore, this study explored the link between callous-unemotional traits of left-behind preschool children and externalizing problem behaviors, as well as the mediating role of emotional lability/negativity and the moderating role of a positive teacher-child relationship. METHOD Data were collected on 525 left-behind children aged 3 to 6 years from rural kindergartens in China. Preschool teachers reported all data through an online survey platform. Moderated mediation analysis was performed to examine whether the mediated relation between callous-unemotional traits and externalizing problem behaviors was moderated by a positive teacher-child relationship. RESULTS The results showed callous-unemotional traits significantly predicted externalizing problem behaviors and lability/negativity acted as a mediator, while a positive teacher-child relationship acted as a protective factor in moderating the relationship between callous-unemotional traits and emotional lability/negativity. This study identified a moderated mediation effect among the four variables in left-behind preschool children in China. CONCLUSION The findings provide support for the advancement of theoretical foundations, and provide an avenue for further exploration to support the mental health and overall development of left-behind children during early childhood.
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Affiliation(s)
- Ruifeng Tan
- School of Education, Guangzhou University, Guangzhou, China
| | - Xinying Guo
- School of Education, Guangzhou University, Guangzhou, China
| | - Suiqing Chen
- School of Education, Guangzhou University, Guangzhou, China.
| | - Guixian He
- School of Education, Guangzhou University, Guangzhou, China
- Luoding Secondary Vocational Technical school, Yunfu, China
| | - Xingtao Wu
- School of Education, Guangzhou University, Guangzhou, China
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Examining the role of parents and teachers in executive function development in early and middle childhood: A systematic review. DEVELOPMENTAL REVIEW 2023. [DOI: 10.1016/j.dr.2022.101063] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
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Haldimann M, Morinaj J, Hascher T. The Role of Dyadic Teacher-Student Relationships for Primary School Teachers' Well-Being. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4053. [PMID: 36901067 PMCID: PMC10001482 DOI: 10.3390/ijerph20054053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/27/2023] [Revised: 02/20/2023] [Accepted: 02/22/2023] [Indexed: 06/18/2023]
Abstract
Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher-student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher-student relationships in teacher well-being. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. The results showed that dyadic teacher-student relationships played an important to a very important role in the everyday life of teachers and were a source of both positive and negative emotions, cognitions, and physical sensations. The quality of the dyadic teacher-student relationship was reflected in the social-emotional competence of both teachers and students. Conflicts were not necessarily inhibiting teacher well-being. The findings of this study can be used to inform teacher-training institutions, as well as authorities, on how to support teachers in building relationships with their students and, in turn, foster their well-being.
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Affiliation(s)
- Manuela Haldimann
- Institute of Professional Research and Competence Development, St. Gallen University of Teacher Education, 9000 St. Gallen, Switzerland
- Department of Research in School and Instruction, Institute of Educational Science, University of Bern, 3012 Bern, Switzerland
| | - Julia Morinaj
- Department of Research in School and Instruction, Institute of Educational Science, University of Bern, 3012 Bern, Switzerland
| | - Tina Hascher
- Department of Research in School and Instruction, Institute of Educational Science, University of Bern, 3012 Bern, Switzerland
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Siraj I, Melhuish E, Howard SJ, Neilsen-Hewett C, Kingston D, De Rosnay M, Huang R, Gardiner J, Luu B. Improving quality of teaching and child development: A randomised controlled trial of the leadership for learning intervention in preschools. Front Psychol 2023; 13:1092284. [PMID: 36687934 PMCID: PMC9845694 DOI: 10.3389/fpsyg.2022.1092284] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2022] [Accepted: 11/30/2022] [Indexed: 01/06/2023] Open
Abstract
Introduction Substantial research indicates that high quality early childhood education and care (ECEC) confers a wide range of benefits for children, yet quality in ECEC remains inconsistent. Given the variability in training and qualifications, one strategy for improving ECEC quality is in-service professional development (PD). Methods The current study evaluated an evidence-based in-service PD programme, Leadership for Learning, via a cluster randomised controlled trial involving 83 ECEC services and 1,346 children in their final year of pre-school. Results Results indicated significant improvements in teaching quality across treatment centres and child development outcomes in language, numeracy and social-emotional development. Discussion This study provides strong support for making evidence-informed PD routinely available for ECEC practitioners.
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Affiliation(s)
- Iram Siraj
- Department of Education, University of Oxford, Oxford, United Kingdom,*Correspondence: Iram Siraj,
| | - Edward Melhuish
- Department of Education, University of Oxford, Oxford, United Kingdom
| | - Steven J. Howard
- Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia
| | | | - Denise Kingston
- Department of Education, University of Oxford, Oxford, United Kingdom
| | - Marc De Rosnay
- Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia
| | - Runke Huang
- Department of Education, University of Oxford, Oxford, United Kingdom
| | - Julian Gardiner
- Department of Education, University of Oxford, Oxford, United Kingdom
| | - Betty Luu
- Early Start and School of Education, University of Wollongong, Wollongong, NSW, Australia
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Spilt JL, Verschueren K, Van Minderhout MBWM, Koomen HMY. Practitioner Review: Dyadic teacher-child relationships: comparing theories, empirical evidence and implications for practice. J Child Psychol Psychiatry 2022; 63:724-733. [PMID: 35098529 DOI: 10.1111/jcpp.13573] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/12/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Research on dyadic teacher-child relationships has grown rapidly. However, a review of relevant theories and its implications for assessment and intervention has been lacking so far. METHODS A selective review of theories, empirical evidence and interventions was conducted. RESULTS AND CONCLUSIONS Different theories highlight distinct aspects of teacher-child relationships and have different implications for assessment and intervention. The attachment perspective on dyadic teacher-child relationships is most widely applied in psychological research. Also relatively well-known is self-determination theory. However, the interpersonal theory, though widely applied in educational research to teacher-class interactions, has been largely overlooked in research on dyadic teacher-child relationships. The overarching dyadic systems perspective, providing insight in the dynamic interplay between different aspects of teacher-child relationships, also deserves more attention. Recommendations to improve teacher-child relationships address the need for teacher sensitivity, relationship-based communication and flexibility in interpersonal behaviour in everyday teaching.
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Affiliation(s)
- Jantine L Spilt
- Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven, Belgium
| | - Karine Verschueren
- Faculty of Psychology and Educational Sciences, KU Leuven - University of Leuven, Leuven, Belgium
| | | | - Helma M Y Koomen
- Research Institute of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands
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Wang S, Li A, Su J, Sun ER. Parent-child attachment and teacher-student relationships in Chinese children from low-income families: A moderated mediation model of shyness and resilience. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03121-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
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Gottfried MA, Ansari A. Detailing New Dangers: Linking Kindergarten Chronic Absenteeism to Long-Term Declines in Executive Functioning. THE ELEMENTARY SCHOOL JOURNAL 2021; 121:484-503. [PMID: 37065933 PMCID: PMC10104485 DOI: 10.1086/712426] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/19/2023]
Abstract
Of all elementary school years, absenteeism is at its peak during kindergarten. Although much has been established about the effects of missing kindergarten school days on achievement, nothing has yet been established on absenteeism and executive function (EF) skills. Yet developing EF skills early in school is critical, and missed in-school time might have long-term implications. To explore this link, we asked whether absenteeism in kindergarten was linked to both short- and long-term EF skill development. Using nationally representative data (N = 14,370) and employing fixed-effects modeling, we found that kindergarten absenteeism was linked to lower working memory and cognitive flexibility outcomes. The patterns varied based on definition of absenteeism, though our evidence does suggest long-term declines on EF skills seen through at least third grade.
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Ansari A, Hofkens TL, Pianta RC. Teacher-student relationships across the first seven years of education and adolescent outcomes. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2020. [DOI: 10.1016/j.appdev.2020.101200] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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