Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills

Curby, Timothy W.; Brock, Laura L.; Hamre, Bridget K.

doi:10.1080/10409289.2012.665760

Cited by 170 publications

(91 citation statements)

References 31 publications

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“…Although there are few studies in this area of research, they indicate that the ways teachers react to their students' negative emotions are important for both the children's emotional competence and for learning (Curby, Brock, & Hamre, 2013;Denham, Bassett, & Zinsser, 2012). No study, however, has been performed on how students perceive that their teachers are reacting to their negative emotions in relation to larger societal issues and if teachers are perceived as having a solution-oriented and engaging manner when talking about these problems or if they instead mostly focus on gloom and doom and how these emotion norms are related to students' hope.…”

Section: Socializing Emotion Regulation In the Classroommentioning

confidence: 99%

Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation

Ojala

2015

The Journal of Environmental Education

261

164

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Section: Socializing Emotion Regulation In the Classroommentioning

confidence: 99%

Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation

Ojala

2015

The Journal of Environmental Education

261

164

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“…Empirical work in the early school years aligned with ecological systems theory illuminates how children's skills emerge in particular contexts that support such skills (Carr & Pike, 2012;Curby, Brock, & Hamre, 2013;Hamre & Pianta, 2001;Rimm-Kaufman, Curby, Grimm, Nathanson, & Brock, 2009).…”

Section: Early Childhood Learning Contexts and Visuomotor Integrationmentioning

confidence: 99%

What Preschool Classroom Experiences Are Associated With Whether Children Improve in Visuomotor Integration?

Byers

Cameron

et al. 2016

Early Education and Development

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Research Findings: This study examined the contribution of several classroom experience measures (classroom characteristics, teacher characteristics, and teacher-child interactions) to preschoolers' improvement in visuomotor integration. Children (N = 467) ranged in age from 3 to 5 years old and were enrolled in 115 classrooms in 5 U.S. states. Children's visuomotor integration was measured twice (on average 5.2 months apart) using the Beery-Buktenica Developmental Test of Visual-Motor Integration (visuomotor integration subtest). Hierarchical linear models controlling for background characteristics and inhibitory control showed that children improved more in visuomotor integration when they were in classrooms with fewer 3-year-olds, when their teacher had at least a bachelor's degree, and when teachers demonstrated high quality in their interactions. Practice or Policy: Visuomotor integration, and specifically the ability to copy designs with a writing utensil, is a robust indicator of children's school readiness and longitudinal achievement. U.S. preschoolers gained more on visuomotor integration in classrooms with fewer 3-year-old children that were taught by a college-educated teacher and when such classrooms provided high-quality organizational and instructional interactions. These results expand the outcomes linked to early childhood education experiences and emphasize the need for wellprepared early childhood teachers who interact with children effectively.

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“…Children with close, positive relationships with teachers may be more prone to internalise and act upon teacher-sanctioned values and behaviours (Skinner and Belmont 1993) and better equipped to explore their environment, communicate with adults and peers, and devote their energy towards learning (Sabol and Pianta 2012). On the other hand, relationships marked by conflict, detachment, overdependence or inconsistent emotional support from teachers may lead to alienation, lower peer likability (Sette, Spinrad, and Baumgartner 2013), lower academic achievement scores (Curby, Brock, and Hamre 2013), disengagement from classroom activities, poor self-concept and low motivation (Stipek and Miles 2008;Sutherland et al 2010). The pathway from STR quality to achievement has not been tested experimentally; however, associations between STR quality and later school adjustment even after controlling for baseline adjustment suggest that STRs may have a causal impact on academic and behavioural outcomes (e.g.…”

Section: Research Papers In Educationmentioning

confidence: 99%

Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten

Eisenhower

Taylor²,

Baker

2016

School Psychology Review

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School-based mental health services are a promising context for evidence-based interventions to promote early socio-emotional development, yet implementation presents significant challenges. This paper describes the rationale, content and format of a school-based intervention, Starting Strong in Kindergarten (Starting Strong). Starting Strong is a 10 week, indicated prevention programme aimed at promoting positive student-teacher relationships and behavioural adjustment during the transition to kindergarten. This parent-and teacher-focused indicated prevention programme targets children with or at risk for disruptive behaviour problems. The paper describes feasibility results of a pilot study of Starting Strong's parent programme. Twenty-five families participated; rates of enrolment, attendance, retention, session engagement, homework completion, treatment fidelity and participant satisfaction suggest promising feasibility. School-based efforts targeting the transition to kindergarten may be helpful in improving behavioural and relational adjustment, especially for children who begin school with behavioural or relational risk.

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Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills

Cited by 170 publications

References 31 publications

Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation

Hope in the Face of Climate Change: Associations With Environmental Engagement and Student Perceptions of Teachers’ Emotion Communication Style and Future Orientation

What Preschool Classroom Experiences Are Associated With Whether Children Improve in Visuomotor Integration?

Starting Strong: A School-Based Indicated Prevention Program During the Transition to Kindergarten

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