An investigation of preschool classroom behavioral adjustment problems and social–emotional school readiness competencies

Abstract

The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed.

Motor Intervention in Children with School Learning Difficulties

“…According to a developmental psychopathology perspective, children's developmental trajectories are influenced by early patterns of adjustment. All children have the potential to set out on a positive developmental course; however, early difficulties place children at risk for future problems 28 .…”

“…Probably the difficulty in learning can also influence the school adaptation and causing frustration in the child, in accord with the developmental psychopathology model, maladaptation was conceptualized as persistent behavioral problems across diverse, routine classroom situations. It was hypothesized that socially negative behavior problems and withdrawn classroom behavior, assessed early in the Head Start year, would be associated with later disruptions in children's ability to engage in positive peer play and instructional activities 28 .…”

Effect of Self-Regulating Behaviour on Young Children’s Academic Success

“…Further, Children who were shown to be withdrawn at the start of the observation period displayed less emotional regulation at the end of the year. Finally, and importantly, children who showed socially disruptive behavior initially were shown to be less engaged, cooperative and attentive later in the study (Fantuzzo et al, 2005). In a later study conducted by Bulotsky-Shearer, Fantuzzo & McDermott (2008) the investigation of identifying situational dimensions of behavior over the course of the school year as well as looking at the many dimensions of goal learning outcomes.…”

“…A study conducted by Fantuzzo, Bulotsky-Shearer, Fusco and McWayne (2005) examined 210 students of low-income families in the Northeast in order to determine whether there was a connection between socialized learning and behavioural adjustment among students in the program. In conducting the research, the Adjustment Scales for Preschool Intervention (ASPI) was used based on teacher observations.…”

Développement socioaffectif d’enfants immigrants de pays en développement : impact du programme ÉgALIté

“…Les résultats indiquent que la participation au programme ÉgALIté diminue l'ensemble des problèmes intériorisés, problèmes qui sont habituellement liés aux difficultés d'adaptation sociale ultérieures, soit l'anxiété, la dépression, l'isolement social et la dépendance affective (Fantuzzo et al, 2005). Ces résultats sont d'autant plus intéressants considérant que la pauvreté est associée au développement de ce type de difficultés (Eamon, 2000).…”