Relations between the everyday activities of preschoolers and their teachers’ perceptions of their competence in the first years of school

Tudge, Jonathan; Odero, Dolphine; Hogan, Diane; Etz, Kathleen E.

doi:10.1016/s0885-2006(03)00005-x

Cited by 46 publications

(32 citation statements)

References 33 publications

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“…The focus of investigation was the everyday numeracy activities afforded as part of home and family life and whether variations in those experiences were associated with variations in early numeracy learning as has been found to be the case for other child outcomes (e.g., Dunst et al 2001;Rogoff et al 2006;Tudge et al 2003). The research synthesis was guided by an ecological framework (Bronfenbrenner 1992) where the factors associated with variations in child learning and development are considered multiply determined, and children's early numeracy experiences are but one of a number of environment factors hypothesized to be related to variations in child competence.…”

mentioning

confidence: 99%

Meta-Analysis of the Relationship Between Home and Family Experiences and Young Children’s Early Numeracy Learning

Dunst

Hamby

Wilkie

et al. 2016

Early Mathematics Learning and Development

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This chapter includes analyses of the relationships between informal and formal home and family early numeracy learning experiences and preschool children's mathematics performance. The research synthesis consisted of 13 samples of children between 36 and 84 months of age (Median age = 69 months). The 13 samples comprised more than 5000 children and their parents or other primary caregivers. Results showed that variations in the children's early numeracy experiences are associated with variations in the children's mathematics performance. The various analyses of the relationships between the early numeracy experiences measures and children's mathematics achievement also showed that informal learning opportunities are better predictors of children's mathematics achievement compared to formal teaching activities, and that the types of experiences afforded children as young as three years of age are beneficial in terms of explaining variations in the children's mathematics achievement. Implications for both research and practice are described.

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mentioning

confidence: 99%

Meta-Analysis of the Relationship Between Home and Family Experiences and Young Children’s Early Numeracy Learning

Dunst

Hamby

Wilkie

et al. 2016

Early Mathematics Learning and Development

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“…In addition to being a critical social transition for children, a child's formal school entry can also affect parents and families. There is a growing body of literature that advises the use of ecological approaches (including children, schools, and families) in understanding the transition to school (Petriwskyj et al 2005;Tudge et al 2003). Challenges during this time can be distressing for parents.…”

mentioning

confidence: 99%

Reciprocal Associations between Boys’ Externalizing Problems and Mothers’ Depressive Symptoms

Gross

Shaw

Moilanen

2008

J Abnorm Child Psychol

152

164

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Although much has been written about the utility of applying transactional models to the study of parenting practices, relatively few researchers have used such an approach to examine how children influence maternal wellbeing throughout their development. Using a sample of males from predominantly low-income families, the current study explored reciprocal relations between boys' overt disruptive behavior (boys' ages 5 to 10 years) and maternal depressive symptoms. We then examined this model with youth-reported antisocial behaviors (ASB) and maternal depressive symptoms when the boys were older, ages 10 to 15. In middle childhood, evidence was found for both maternal and child effects from boys' ages 5 to 6 using both maternal and alternative caregiver report of child aggressive behavior. In the early adolescence model, consistent maternal effects were found, and child effects were evident during the transition to adolescence (boys' ages 11 to 12). The findings are discussed in reference to reciprocal models of child development and prevention efforts to reduce both maternal depression and the prevalence of child antisocial behavior. KeywordsMaternal depression; Externalizing behavior; Antisocial behavior; Reciprocal effects; Transactional model Parental psychopathology has been found to be a consistent and robust correlate of children's maladjustment (DelBello and Geller 2001;Goodman and Brumley 1990;Lapalme et al. 1997). Due to the prevalence of depression, especially in women, maternal depression has been the focus of numerous research studies on parental psychopathology and its association with child psychopathology. Findings in the extant literature provide substantial evidence for an association between maternal depression and negative child outcomes, including internalizing and externalizing child problem behaviors (for reviews of this literature, see Beardslee et al. 1998;Cummings and Davies 1994;Gelfand and Teti 1990).In addition to research on the relation between maternal depression and different forms of child psychopathology, associations have been found between child characteristics and parental behavior (Bell and Harper 1977;Elgar et al. 2004;Lytton 1990). Rather than consider parent effects on children and child effects on parents to be separate processes, reciprocal models of socialization regard parenting behaviors and child characteristics as recurrent, transactional exchanges over time, where both parties affect the other (Bell 1968;Sameroff 1995). Whereas there is an extensive body of research on reciprocal effects between child disruptive behavior and aspects of parenting (Bell and Harper 1977;Danforth et al. 1991 NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript 2001), substantially less attention has been paid to potential bidirectional effects between child disruptive behavior and parental mental health, such as depressive symptoms, over time. As the social and economic cost of adult depression and its association with negative child outcomes is high (Pin...

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“…Yapılan çalışmalar (Cappelloni, 2010;Espinosa, Thornburg ve Mathews, 1997;Kotaman, 2014;Lin, Lawrence ve Gorrell, 2003;Noel, 2010;O'Donnell, 2008;Piotrkowski, Botsko ve Matthews, 2000;Şahin, Sak ve Tuncer, 2013;Tudge, Odero, Hogan ve Etz, 2003;Wesley ve Buysse, 2003), eğitimcilerin, ailelerin ve politika yapıcıların çocukların okula hazırbulunuşluğu hakkında ortak bir bakış açısına sahip olmadıklarını ve çocukların örgün eğitime başladıklarında sahip olmaları gerekli beceriler hususunda aynı görüşleri paylaşmadıklarını ortaya koymaktadır. İlgili alanyazında bu hususta ne evrensel bir mutabakat bulunmakta ne de ortak paylaşılan fikirler yer almaktadır.…”

Section: Okula Hazırbulunuşlukunclassified

School Readiness and School Entry-Age: Views and Experiences of Turkish Teachers and Families on a New Educational Policy

Buldu

2016

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Öz Anahtar KelimelerBu çalışmada Türk öğretmen ve ailelerin çocukların okula hazırbulunuşlukları üzerine görüşleri ve okula başlama yaşı üzerine ortaya konan eğitim politikasıyla ilintili deneyimleri incelenmiştir. GirişÇocuklar birinci sınıfa kaç yaşında başlamalıdır? Aynı hızda gelişmediklerinden dolayı çocuklar için kesin bir okula başlama yaşı belirlemek oldukça karmaşık ve zor bir süreçtir (Stipek, 2002). Türkiye'de eğitim politika yapıcılar eğitimde gerçekleştirilecek değişikliklere yön vermesi gereken temel itici faktörlerden birisi olması gereken çocukların gelişimsel ihtiyaçlarını göz ardı ederek sık sık eğitim sistemini değiştirmektedirler. Dünyadaki birçok ülke gibi, Türkiye'de de çocukların okula * Bu makalede ifade edilen görüşler yazarlara ve/veya editörlere aittir ve ne UNICEF'in ne de UNICEF'in herhangi bir bölüm veya ofisinin politikalarını veya görüşlerini yansıtmamaktadır.

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Relations between the everyday activities of preschoolers and their teachers’ perceptions of their competence in the first years of school

Cited by 46 publications

References 33 publications

Meta-Analysis of the Relationship Between Home and Family Experiences and Young Children’s Early Numeracy Learning

Meta-Analysis of the Relationship Between Home and Family Experiences and Young Children’s Early Numeracy Learning

Reciprocal Associations between Boys’ Externalizing Problems and Mothers’ Depressive Symptoms

School Readiness and School Entry-Age: Views and Experiences of Turkish Teachers and Families on a New Educational Policy

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