Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct.

Coolahan, Kathleen; Fantuzzo, John W.; Smith, Joel; McDermott, Paul A.

doi:10.1037/0022-0663.92.3.458

Cited by 349 publications

(274 citation statements)

References 60 publications

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“…Yet, this population is not representative of all Spanish-speaking communities in this country and further testing and modification of this Spanish translation is warranted. However, the replication of the construct and concurrent validity of the PIPPS with a Spanish-speaking sample does extend the generalizability of the measure beyond the African American population addressed by Fantuzzo et al (1995) and subsequent authors (Coolahan et al, 2000;Fantuzzo & Coolahan et al, 1998). As this initial study sets forth reliable play constructs, subsequent work can investigate precisely the relations between the PIPPS and other published rating scales, classroom observations of children's play, and cultural and contextual influences on Hispanic children's play behavior.…”

Section: Discussionmentioning

confidence: 99%

“…The teacher version consists of 32 items identifying common play behaviors that facilitate or interfere with peer interactions in the classroom. Multiple factor analytic studies (Coolahan et al, 2000;Fantuzzo et al, 1995;Fantuzzo & Coolahan et al, 1998) yielded three underlying dimensions of children's play behaviors: Play Interaction, Play Disruption, and Play Disconnection. The Play Interaction factor consists of items reflecting creative, cooperative, and helpful behaviors that facilitate successful peer play interactions.…”

Section: Peer Play Interactionmentioning

confidence: 99%

“…Research on peer play with African American children has established relations among successful play interaction and children's adaptable temperament, emotion regulation, receptive language, and expressive language (Mendez, Fantuzzo, & Cicchetti, in press). Peer acceptance is also associated with higher levels of student motivation and engagement in school, which are key components of school success (Coolahan, Fantuzzo, Mendez, & McDermott, 2000;Wentzel, 1999).…”

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confidence: 99%

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A validation study of the Penn Interactive Peer Play Scale with urban Hispanic and African American preschool children.

Castro¹,

Smith²,

Fantuzzo³

2002

School Psychology Quarterly

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Section: Discussionmentioning

confidence: 99%

Section: Peer Play Interactionmentioning

confidence: 99%

mentioning

confidence: 99%

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A validation study of the Penn Interactive Peer Play Scale with urban Hispanic and African American preschool children.

Castro¹,

Smith²,

Fantuzzo³

2002

School Psychology Quarterly

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“…Rates of aggression show corresponding declines, as children gain the self-regulatory skills that allow them to inhibit reactive aggression in favor of socially appropriate alternatives (Cole, Usher, & Cargo, 1993). The acquisition of these social competencies (emotion regulation, prosocial skills, and aggression control) represent another important facet of school readiness, predicting kindergarten and elementary school engagement and academic success, as well as positive peer relations (Coolahan, Fantuzzo, Mendez, & McDermott, 2000;Ladd, Price, & Hart, 1988;Vitaro, Gagnon, & Tremblay, 1990). …”

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confidence: 99%

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

et al. 2008

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Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children (17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social-emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readiness interventions.Growing up in poverty significantly increases the likelihood that children will start school well behind their advantaged peers in key areas of language development and emergent literacy skills (Zill et al., 2003). Perhaps even more critically, many will start school without the social-emotional maturity and classroom behaviors that foster "readiness to learn," impeding their rate of progress once in school, and contributing to gaping disparities in school performance, high school graduation rates, and long-term employment potential (Campbell & von Stauffenberg, 2008;McClelland, Acock, & Morrison, 2006;Ryan, Fauth, & Brooks-Gunn, 2006). Rates of child poverty are on the rise in the United States, now affecting nearly one out of five children (Children's Defense Fund, 2005), making the problem of understanding and promoting school readiness a national priority.Recent efforts to promote school readiness for children growing up in poverty have focused on improving the instructional content of preschool programs, particularly Head Start programs, to enhance children's acquisition of key emergent literacy skills (such as letter identification and phonemic sensitivity) that are strong predictors of later achievement (Lonigan, Burgess, & Anthony, 2000). Although important, instructional strategies that focus narrowly on promoting the memorization of discrete content may "miss the mark" developmentally. The long-term impact of preschool interventions may depend on the degree to which they foster the development of mental systems that support learning and adaptive learning behaviors (Blair, 2002). For this reason, the Committee on Integrating the Science of Early Childhood Development (Shonkoff & Phillips, 2000) and others have underscored the importance of promoting self-regulation and social competence in preschool Copyright ©2008 Cambridge University Press Address correspondence and reprint requests to: Karen Bierman, Pennsylvania ...

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“…Essa previsão derivada do conceito de "saltos" comportamentais tem sido confirmada pela literatura: na fase pré-escolar, crianças com maior competência interpessoal, segundo avaliação dos professores, apresentam menos problemas de comportamento, maior envolvimento ativo nas atividades de aprendizagem em sala de aula e melhor desempenho acadêmico, tanto atual como em anos subsequentes (Coolahan et al, 2000).…”

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Aprendizagem e desenvolvimento humano: avaliações e intervenções

Valle¹

2009

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SUMÁRIOApresentação 7 1 Comportamento verbalmente controlado: algumas questões de investigação do controle por estímulos textuais e pela palavra ditada 9 2 Processos de ensino e de aprendizagem profissionais da docência nas séries iniciais: análise do comportamento e formação de professores 33 3 Avaliação e treinamento de habilidades sociais de crianças em idade pré-escolar 49 4 Variáveis sociodemográficas, contaminação por chumbo e o desenvolvimento infantil 77 5 Habilidades sociais e experiências táteis: contato físico nas interações de crianças pré-escolares 97 6 Conceito de família: adolescentes de zonas rural e urbana 121 7 Estereótipos sexuais e a educação sexista no discurso de mães 137 8 A relação entre ex-cônjuges e entre pais e filhos após a separação conjugal 155 9 Relações familiares permeadas por violência sexual do pai contra a filha 177 10 Concepções dos professores do Ensino Fundamental sobre TDAH 201 APRESENTAÇÃOEste livro é resultado de estudos realizados por discentes e docentes do curso de Pós-graduação em Psicologia do Desenvolvimento e Aprendizagem. A diversidade de enfoques apresentados mostra a amplitude das pesquisas desenvolvidas e a contribuição deste grupo de acadêmicos para o desenvolvimento da área que é desafiadora e básica para a Psicologia.Os capítulos iniciais focalizam a responsabilidade que o Programa tem com a área da Aprendizagem. São estudos que apresentam contribuições metodológicas e aplicadas na avaliação de processos de aprendizagem e de planejamento de condições de ensino para crianças e a análise do comportamento para a Educação no campo da formação de professores e contribuições de recursos metodológicos de avaliação fundamental no contexto educacional.Na sequência, os estudos trazem contribuições diretas com a área de Desenvolvimento Humano, abordando temas voltados para pré-escolares até a idade adulta, como pais e professores. Nos capítulos que fornecem dados a respeito de pré-escolares, os temas versam sobre: treino de habilidades sociais e mudanças de desempenho, repertório socialmente habilidoso entre meninos e meninas e a importância do comportamento verbal e não verbal, como favoráveis ao desenvolvimento humano, assim como a análise de desenvolvimento infantil de crianças contaminadas e não contaminadas por chumbo.Os adolescentes têm seu espaço nesta obra, com o estudo de seus conceitos de família, sua função e o grau de satisfação deles em relação a elas, sendo a origem destes: a zona rural e a zona urbana. TÂNIA GRACY MARTINS DO VALLE (ORG.)Nos capítulos que estão voltados para a população de adultos, os estudos investigam os estereótipos sexuais no discurso de mães e o que elas relatam sobre a educação de seus filhos -meninos e meninas -, quando se trata de questões de gênero; o relacionamento conjugal e entre pais e filhos em família de pré-escolares após a separação dos cônjuges; a importância do diálogo entre mãe e filho, mantendo o espaço do pai nas relações afetivas com a criança, para minimizar o sentimento de abandono do filho; a avaliação das perce...

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Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct.

Abstract: (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92,[458][459][460][461][462][463][464][465]

Cited by 349 publications

References 60 publications

A validation study of the Penn Interactive Peer Play Scale with urban Hispanic and African American preschool children.

A validation study of the Penn Interactive Peer Play Scale with urban Hispanic and African American preschool children.

Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

Aprendizagem e desenvolvimento humano: avaliações e intervenções

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