Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills

Mashburn, Andrew J.

doi:10.1080/10888690802199392

Cited by 111 publications

(59 citation statements)

References 37 publications

(48 reference statements)

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“…These results are consistent with previous findings (Burchinal et al, 2002;Howes et al, 2008;Mashburn, 2008), and complement research that has emphasized the implications of ECEC quality on children's cognitive and social outcomes (Burchinal, Campbell, Bryant, Wasik, & Ramey, 1997;NICHD Early Child Care Research Network, 2000;Pierrehumbert, Ramstein, Karmaniola, le Miljkovitch, & Halfon, 2002). Previous studies in Portuguese settings support such evidence, reporting associations between preschool global quality and children's early literacy skills, namely vocabulary, concepts about print, and phonological awareness (Abreu-Lima et al, 2012).…”

Section: Discussionsupporting

confidence: 90%

Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes

Pinto

Pessanha

Aguiar

2013

Early Childhood Research Quarterly

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a b s t r a c tThis study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills -but not communication skills -at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms.

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Section: Discussionsupporting

confidence: 90%

Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes

Pinto

Pessanha

Aguiar

2013

Early Childhood Research Quarterly

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“…It was stated that at the end of the education children in these teachers' classes were able to achieve meaningful learning, cope with difficulties and make progress in socialization with reciprocal communication. Moreover there are studies that identified a positive correlation between teachers' competency to prepare stimulating and supportive early childhood environment (Brophy-Herb, Lee, Nievar & Stollak, 2007;Curby, Rimm-Kaufman & Ponitz, 2009;Mashburn et,al., 2008).…”

Section: Discussionmentioning

confidence: 99%

“…Physical features include adult-child ratio, size of the class, physical space, hygiene and security standards, whether there are developmentally appropriate materials or not; and quality of the process includes social and educational interaction that support learning (Lambert, Abbott-Shim, & Sibley, 2005;Mashburn, 2008). The physical characteristics of the preschool classroom are affected by several factors.…”

Section: Introductionmentioning

confidence: 99%

Some variables predicting the school readiness of preschool children

Soydan

2017

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi

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ABSTRACT.The main purpose of this study is determining the predictive power of the levels of the school readiness in the preschool children by some variables such as social skills, social interaction practices and education status of the parents. The population of the study in the general screening model is composed of 60 to 66-month old children attending to independent preschools registered by the Ministry of National Education in Konya, Turkey. The sample of this study is selected through stratified sampling method among schools, which represent families and their children of three different socio-economic (low, mid and high), in three central districts of Konya. These levels are determined by the Directorate of National Education. Sample group is composed of 42 preschool teachers and 210 children in total, which is sufficient in terms of the number of the participants. Social Skills Test for Preschool-aged Children, Social Interaction Practices for the Preschool Years (SIPPY) Questionnaire and Metropolitan School Readiness Test were employed in the study. Multiple regression analysis and stepwise regression analysis were used for the analyses of the study. By employing linear multiple regression analysis, it was determined that to what extent the variables social skills, social interaction practices, and education status of the parents predict the school readiness level. At the end of the stepwise regression analysis that was utilized to find out whether aforementioned variables have a significant contribution to predict school readiness level, it was found that 10 % of the school readiness level of 60 to 66-month old children attending pre-school education was explained by environmental strategies about social interaction practices applied by preschool teachers, 4% of it was explained by communication skill that is one of the social skills of the children, and 3 % of it was explained by the education status of the father.

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“…A investigação tem demonstrado que quando os prestadores de cuidados respondem de forma contingente e calorosa às crianças, a aprendizagem e o desenvolvimento são potencializados (Shonkoff & Philips, 2000). Diversos autores, com base num conjunto alargado de estudos, consideram que os processos interactivos são uma pedra basilar na determinação da qualidade dos contextos educativos, a par e passo de outras componentes, como o currículo e a formação de base dos prestadores de cuidados (Mashburn, 2008; National Association for Education of Young Children [NAEYC], 1997;Pianta, 2003).Neste sentido, a avaliação das interacções entre o prestador de cuidados e a criança, ao incidir em aspectos dinâmicos do contexto educativo, pode fornecer informação crucial que não é contemplada quando a criança ou o prestador de cuidados são considerados de forma isolada. Além disso, medidas dos processos interactivos podem ser particularmente úteis a nível da intervenção, por permitirem identificar forças e necessidades do processo interactivo, assim como adequar as estratégias de melhoria a cada contexto específico.…”

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Observação das interacções educador-criança: Escala de interacção do prestador de cuidados

Cadima

Leal

Peixoto

2013

Análise Psicológica

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A Escala de Interacção do Prestador de Cuidados, na sua versão original, Caregiver Interaction Scale (CIS), é um sistema de observação que pretende avaliar a qualidade e o conteúdo das interacções, em termos da sensibilidade, aspereza e permissividade dos prestadores de cuidados. Com o intuito de apresentar esta escala e algumas qualidades métricas para o contexto português, realizámos um conjunto de análises com base numa amostra de 115 salas do 1.º ano de escolaridade. Os resultados mostram que a escala é um instrumento útil para recolher informação acerca dos processos interactivos dos educadores e professores. Os resultados revelaram ainda que os professores observados tendem a estabelecer interacções moderadamente positivas e com um elevado grau de envolvimento. Palavras-chave:Contextos educativos, Prestador de cuidados, Processos interactivos, Sistemas de observação.As interacções entre os prestadores de cuidados e a criança são reconhecidas na literatura como sendo de extrema relevância para o desenvolvimento das crianças (Pianta, 2003;Pinto, 2006). Dimensões como a sensibilidade, a responsividade e a directividade têm sido documentadas como cruciais para a aprendizagem e o desenvolvimento das crianças, salientando a natureza relacional e interactiva do desenvolvimento humano (Pinto, 2006). A investigação tem demonstrado que quando os prestadores de cuidados respondem de forma contingente e calorosa às crianças, a aprendizagem e o desenvolvimento são potencializados (Shonkoff & Philips, 2000). Diversos autores, com base num conjunto alargado de estudos, consideram que os processos interactivos são uma pedra basilar na determinação da qualidade dos contextos educativos, a par e passo de outras componentes, como o currículo e a formação de base dos prestadores de cuidados (Mashburn, 2008; National Association for Education of Young Children [NAEYC], 1997;Pianta, 2003).Neste sentido, a avaliação das interacções entre o prestador de cuidados e a criança, ao incidir em aspectos dinâmicos do contexto educativo, pode fornecer informação crucial que não é contemplada quando a criança ou o prestador de cuidados são considerados de forma isolada. Além disso, medidas dos processos interactivos podem ser particularmente úteis a nível da intervenção, por permitirem identificar forças e necessidades do processo interactivo, assim como adequar as estratégias de melhoria a cada contexto específico.Existem várias abordagens à avaliação das interacções, incluindo questionários, entrevistas e escalas de observação. Estas últimas têm recentemente adquirido um maior destaque, pois permitem 373A correspondência relativa a este artigo deverá ser enviada para:

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Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills

Cited by 111 publications

References 37 publications

Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes

Effects of home environment and center-based child care quality on children's language, communication, and literacy outcomes

Some variables predicting the school readiness of preschool children

Observação das interacções educador-criança: Escala de interacção do prestador de cuidados

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