The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.

Abstract

In this study, the authors examined the extent to which children's self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children's adaptive classroom behavior. Children's self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kindergarten year. Children's adaptive classroom behavior in kindergarten was assessed through teacher report and classroom observations: Teachers rated children's cognitive and behavioral self-control and work habits during the spring of the kindergarten year; observers rated children's engagement and measured off-task behavior at 2-month intervals from November to May. Hierarchical linear models revealed that children's self-regulation upon school entry in a direct assessment related to teachers' report of behavioral self-control, cognitive self-control, and work habits in the spring of the kindergarten year. Classroom quality, particularly teachers' effective classroom management, was linked to children's greater behavioral and cognitive self-control, children's higher behavioral engagement, and less time spent off-task in the classroom. Classroom quality did not moderate the relation between children's self-regulation upon school entry and children's adaptive classroom behaviors in kindergarten. The discussion considers the implications of classroom management for supporting children's early development of behavioral skills that are important in school settings.

Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children

“…Conceptually, it has been suggested that contexts that provide better organizational support, where teachers use proactive approaches to monitor children's behavior, establish predictable routines in the classroom, and provide activities that are inherently interesting, are important for children's selfregulation (Downer et al, 2010, Hamre et al, 2014Rimm-Kaufman et al, 2009). …”

“…Recent research has attempted to differentiate classroom quality into distinct dimensions, namely emotional, organizational, and instructional support, and to explore its differential effects on children's outcomes (Downer, Sabol, & Hamre, 2010;Hamre, Hatfield, Pianta, & Jamil, 2014;Rimm-Kaufman, Curby, Grimm, Nathanson, & Brock, 2009). Conceptually, it has been suggested that contexts that provide better organizational support, where teachers use proactive approaches to monitor children's behavior, establish predictable routines in the classroom, and provide activities that are inherently interesting, are important for children's selfregulation (Downer et al, 2010, Hamre et al, 2014Rimm-Kaufman et al, 2009).…”

The role of classroom quality in ameliorating the academic and social risks associated with difficult temperament.

“…Indeed, research on children's difficult temperament points to negative associations with academic and social outcomes (e.g., Molfese et al, 2010;Stright, Gallagher, & Kelly, 2008). At the same time, there is growing support for the role of classroom quality in children's academic and social success Rimm-Kaufman, Curby, Grimm, Nathanson, & Brock, 2009). Thus, the present study examines how temperament and classroom quality work in combination by evaluating the moderating role first grade classroom quality has on the relations between children's difficult temperament (assessed in infancy) and their academic and social outcomes (reported in first grade).…”

Observed classroom quality in first grade: associations with teacher, classroom, and school characteristics

“…In order to regulate and optimize children's experiences in the classroom, given previous research showing associations between teacher-child interactions and child outcomes Hamre et al, 2007;Rimm-Kaufman et al, 2009), including in Portugal (Cadima et al, 2010, it may be important to focus directly on the classroom interactions. For example, Howes et al (2008) suggested that to better support children's learning, focusing on classroom processes could be more effective rather than simply specifying structural indicators.…”

“…Findings have shown that high levels of emotional, organizational and instructional support are associated with academic achievement and social performance La Paro et al, 2004;Ponitz et al, 2009;Rimm-Kaufman et al, 2009), including in Portugal (Cadima, Leal, & Burchinal, 2010). Given these findings, descriptions of classroom quality and its predictors can provide important information to advance discussions on how to improve the learning experiences for children.…”