Social Relationships and School Readiness

Mashburn, Andrew J.; Pianta, Robert C.

doi:10.1207/s15566935eed1701_7

Cited by 242 publications

(140 citation statements)

References 70 publications

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“…These strategies, embedded within professional development interventions which have been shown to improve child-teacher interactions (such as "banking time" with children) [22], may help place children on more positive developmental trajectories. experience a positive relationship with a supportive adult, which is fundamentally important for children developmentally [3], [4], [9], [21], [25]. It is possible that having a positive relationship with an adult such as a teacher might help to reorganize relational models and promote better outcomes for children at-risk due to their experience of more hostile-ineffectiveparenting and less parental warmth [22].…”

Section: Discussionmentioning

confidence: 99%

“…There is considerable evidence that supportive relationships between children and teachers facilitate healthy child development (see [3] and [4] for reviews). High quality child-teacher relationships characterized by close supportive interactions and low conflict contribute to children"s academic development, engagement in learning, social-emotional development, and mental health (e.g., [1], [2], [7]- [11]).…”

mentioning

confidence: 99%

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Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

Miller-Lewis¹,

Sawyer²,

Searle³

et al. 2014

IJIET

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Abstract-This longitudinal study aimed to identify child, socio-demographic, family, and relationship factors associated with children's teacher relationship quality trajectories over the transition from preschool into school. A community sample of 636 Australian children were assessed in preschool, the first year, and second year of formal schooling. Teachers at all three assessments reported on child-teacher relationship quality. At preschool, teachers and parents reported on children's mental health difficulties and prosocial skills, and parents reported on family socio-demographic characteristics, stress, parenting styles, and parent-teacher relationships. Findings from latent-class growth modeling identified a 1) stable-high and 2) a moderate/declining child-teacher relationship trajectory. Logistic regressions found the strongest predictor of belonging to the moderate/declining relationship trajectory was the presence of teacher-rated preschool mental health difficulties. Children exposed to hostile-ineffective parenting were also more likely to experience a moderate/declining trajectory, whereas girls and children with more prosocial skills at preschool were less likely to have a moderate/declining trajectory. For children considered at-risk at preschool due to early mental health difficulties, prosocial skills and parental warmth appeared to protect them from the moderate/declining child-teacher relationship trajectory. Findings suggest that early-interventions focusing on fostering prosocial skills and positive parenting styles may help improve child-teacher relationships over time.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

Miller-Lewis¹,

Sawyer²,

Searle³

et al. 2014

IJIET

View full text Add to dashboard Cite

show abstract

“…Phillips and Howes (1987) described process quality as the "dynamic environment that captures children's actual experiences in child care" (p. 9). Recent research has emphasized the critical importance of process quality as a component of the learning environment (Mashburn & Pianta, 2006), in particular the critical role of the teacher in establishing quality within the classroom environment. It is important to note the relationship between structural and process quality.…”

Section: Child Care Context-process Qualitymentioning

confidence: 99%

Teacher Ethnicity and Variation in Context: The Implications for Classroom Quality

Cassidy

Lower

Kintner

et al. 2009

Early Education and Development

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Abstract:Research Findings: The current study examined the differences in global quality between classrooms with African American teachers and European American teachers. The study included 1,687 classrooms (802 with African American teachers and 885 with European American teachers). Initial analyses revealed significant differences in overall global quality as well as on 2 factor scores: Language/Interactions and Activities/Materials. However, when an analysis of covariance was conducted controlling for numerous structural variables (i.e., level of education, years of experience in early childhood, total number of teachers in the classroom, teacher-child ratio, proportion of children on subsidy, proportion of African American children in the class, and ethnicity of the observer), no differences by race were found. Practice or Policy: Findings are discussed with regard to the contextual constraints experienced by African American teachers in preschool classrooms to create high-quality learning environments. Policy implications of classroom inequities by racial/ethnic background are examined.

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“…These studies have focused on topics such as enhancing program quality in classrooms (Fontaine, Torre, Grafwallner, & Underhill, 2006;Howes, James, & Ritchie, 2003), facilitating specific child skills (Dickinson & Brady, 2006;Ginsburg et al, 2006;Jackson et al, 2006), and implementing curriculum with fidelity to promote child outcomes (Justice, Mashburn, Hamre, & Pianta, 2008). School readiness, however, can be conceptualized ecologically and can extend beyond the walls of the early childhood classroom to include children's and teachers' relationships with parents and other caregivers (Mashburn & Pianta, 2006;Snow, 2006). The quality of relationships that children experience early on with parents sets the stage for later competence in preschool and school settings (Bornstein & Tamis-LeMonda, 1989;de Ruiter & van IJzendoorn, 1993;Raver & Knitzer, 2002;Shonkhoff & Phillips, 2000;Thompson, 2002).…”

Section: Introductionmentioning

confidence: 99%

Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners

Brown

Knoche

Edwards³

et al. 2009

Early Education & Development

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Research Findings: This qualitative case study describes early childhood practitioners' (ECPs) perspectives on their professional development as part of a large federally funded school readiness intervention project as they experienced the processes of professional growth and change in learning skills related to promoting parental engagement in children's learning and development. A total of 28 ECPs participated in this study over 2 assessment periods across 2 academic years; 12 ECPs were interviewed twice, for a total of 40 interviews conducted and analyzed. Practitioners worked within the context of Early Head Start, Head Start, and Student Parent Programs in local high schools, all located in a midwestern state. The study intended to (a) discover practitioners' understanding of a parent engagement intervention, including their perspectives on the professional development and supports received; (b) assess how the parent engagement intervention was experienced by ECPs; and (c) discern how self-reported attitudes and behaviors of practitioners toward work with families changed as a function of the professional supports they received. Qualitative analyses of interview transcripts revealed 3 primary themes contributing to ECPs' experience with and understanding of the professional development model to support parent engagement: Self-Perceived Changes in Confidence

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Social Relationships and School Readiness

Cited by 242 publications

References 70 publications

Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

Child and Family Predictors of Child-Teacher Relationship Trajectories during the Transition from Preschool to School

Teacher Ethnicity and Variation in Context: The Implications for Classroom Quality

Professional Development to Support Parent Engagement: A Case Study of Early Childhood Practitioners

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