Preschool Programs that Help Families Promote Child Social-Emotional School Readiness: Promising New Strategies

Bierman, Karen L.; Stormshak, Elizabeth A.; Mannweiler, Morgan D.; Hails, Katherine A.

doi:10.1007/s10567-023-00444-5

Cited by 4 publications

(1 citation statement)

References 91 publications

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“…The transition to school is an important developmental period as children adjust to social and behavioral expectations of structured classroom settings (Bardack et al, 2017). To succeed in entry to formal schooling, kindergarteners are expected to have multiple school-readiness skills that will help them learn in the school environment (Stormshak et al, 2021), including positive engagement (Pianta et al, 1997), compliance with adults (Austin & Agar, 2005), and executive functioning skills (e.g., inhibitory and effortful control), which contribute to students’ ability to master early academic skills and promote motivation and engagement in learning (Bierman et al, 2023; Blair & Raver, 2015). Child positive engagement and level of compliance with adults are important for academic success, and noncompliance can have negative effects on the classroom (Austin & Agar, 2005; Pianta et al, 1997).…”

Section: Parent–child Behavioral Coding Systemsmentioning

confidence: 99%

The reliability and validity of the Coder Impressions Questionnaire–Kindergarten for parenting and child behaviors.

McWhirter,

Hails,

DeGarmo

et al. 2024

Journal of Family Psychology

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Reliable and valid assessment of parenting and child behaviors is critical for clinicians and researchers alike, and observational measures of parenting behaviors are often considered the gold standard for assessing parenting and parent-child interaction quality. The present study sought to evaluate the reliability and validity of the Coder Impressions Questionnaire-Kindergarten (COIMP-K) measure. The present study was a secondary analysis of 274 parents and their children participating in a randomized control trial testing a brief parenting intervention for parents of children entering kindergarten. Families participated in baseline and follow-up assessments and videotaped observational tasks. Graduate and undergraduate coders completed the COIMP-K after achieving reliability. The aims of the present study were to assess COIMP-K's (a) internal consistency using intercorrelations among COIMP-K subscales, (b) construct validity, (c) convergent validity by comparing the COIMP-K subscales to parents' selfreport of similar behaviors, (d) discriminant validity by comparing subscales to a parent-teacher communication measure as it is unrelated to parenting or child behaviors, and (e) congruence across time. The authors hypothesized that the COIMP-K would demonstrate adequate internal consistency (Cortina, 1993), adequate construct, convergent, and discriminant validity and find congruence of the measure across time. The results demonstrated that the factors had adequate internal consistency, construct, convergent, and discriminant validity, as well as longitudinal replicability and congruence over time. The study demonstrates that the COIMP-K is a reliable and valid tool for assessing observed family behaviors.

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Section: Parent–child Behavioral Coding Systemsmentioning

confidence: 99%

The reliability and validity of the Coder Impressions Questionnaire–Kindergarten for parenting and child behaviors.

McWhirter,

Hails,

DeGarmo

et al. 2024

Journal of Family Psychology

View full text Add to dashboard Cite

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What Do Teachers Do When Preschoolers “Misbehave”? Family Matters

Zulauf-McCurdy,

Woodward,

Nazaire

et al. 2024

Early Childhood Educ J

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There are documented disparities in how preschool teachers perceive and respond to challenging behavior in the classroom. Teachers’ decision-making processes when handling challenging behavior and how they include families in the process is an area that is notably under-researched. Using an experimental design, preschool teachers (N = 131; 93% Female; 27.5% Black) read a standardized vignette describing a child’s challenging behavior. Teachers were randomly assigned to receive a vignette with the name and picture of a Black or White boy. Teachers listed the actions they would take in addressing the behavior and whether they would include families. Qualitative answers were coded using the validated Teaching Pyramid Observation Tool for Preschool Classrooms. Although the child’s behavior was identical, teachers’ responses greatly varied—some appropriate and others maladaptive according to published multi-tiered systems of support. Involving families in the process was often referenced as a separate step with teachers frequently placing the blame on families for the child’s behavior. Variations in results by child race are also reported and discussed. Findings indicate that supporting preschool teachers in successfully implementing full tiered systems of support and finding meaningful ways to engage families in the process is critical.

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