The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes

Pianta, Robert C.; Paro, Karen M. La; Payne, Chris; Cox, Martha J.; Bradley, Robert H.

doi:10.1086/499701

Cited by 489 publications

(338 citation statements)

References 10 publications

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“…Overall, these results add to evidence from the United States and other countries in Europe suggesting that structural characteristics such as class size and teacher characteristics exert little influence on teachers' practices and interactions (ECCE Study Group, 1999;NICHD Early Child Care Research Network, 2002;Pianta et al, 2002). They are also consistent with Portuguese results for child care settings (Gamelas, 2010).…”

Section: Discussionsupporting

confidence: 82%

“…Specifically, teachers with master's degree or higher were more likely to stimulate children's problem-solving abilities and to provide sustained feedback. In another study involving kindergarten classrooms however, Pianta et al (2002) found that teacher education and experience were unrelated to classroom quality. In first grade, years of posthigh school education showed statistically significant associations with the observed classroom quality but they were very small in magnitude (Connor et al, 2005;Maxwell et (Pianta, Belsky et al, 2008) were similar, indicating that teacher factors were not related to observations of classroom quality.…”

Section: Teacher and Classroom Structural Featuresmentioning

confidence: 90%

“…Research from the early childhood education literature suggests that teachers with a formal college degree are likely to provide higher quality learning experiences for children (Burchinal, Cryer et al, 2002;Burchinal, Howes et al, 2002;Fukkink & Lont, 2007;Phillipsen et al, 1997). In kindergarten and elementary classrooms, though, the associations of teacher characteristics with classroom quality are not as consistent (LoCasale-Crouch et al, 2007;Pianta et al, 2002;Pianta et al, 2005). For example, in the United States, recent findings from kindergarten classrooms indicated a significant association between advanced degree status and higher levels of instructional support (La Paro et al, 2009).…”

Section: Teacher and Classroom Structural Featuresmentioning

confidence: 99%

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

2013

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The observation and assessment of quality of teacher-child interactions in elementary school settings are increasingly recognized as important, however research is still very limited in European countries. In this study we examined the quality of the interactions between teacher and children in first grade classrooms in Portugal and the extent to which structural features at teacher-, classroom-, and school-level explained variation in this quality. One hundred and fifteen classrooms participated in the study. Classrooms were observed through a standardized rating scale concerning emotional, organizational, and instructional support.Results indicated that the levels of emotional and organizational support in most classrooms were of moderate quality, but the levels of instructional support were low, suggesting that most observed activities did not encourage students' higher order thinking skills. An examination of the associations between teacher and classroom characteristics and the quality of teacher-child interactions indicated a small effect for teacher education. Teachers with an advanced degree were more likely to be more emotionally sensitive and to have better instructional interactions in the classroom. For school-level characteristics, findings showed that the classrooms in private and smaller schools were likely to provide higher levels of emotional, organizational, and instructional quality. The results suggest that focusing on the interactions between teacher and children can provide valuable information to enhance classroom quality.

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Section: Discussionsupporting

confidence: 82%

Section: Teacher and Classroom Structural Featuresmentioning

confidence: 90%

Section: Teacher and Classroom Structural Featuresmentioning

confidence: 99%

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

2013

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“…Trajectories during the Transition from Preschool to School poorer quality child-teacher relationships [2], [17]- [19]. Children with more prosocial behavior skills have also been found to experience better quality relationships with teachers, including more closeness and less conflict [7], [13].…”

Section: Child and Family Predictors Of Child-teacher Relationshipmentioning

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

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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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“…Researchers have repeatedly found that oral language and literacy practices (parent-child reading and writing, alphabetic knowledge) that match with school expectations (such as alphabetic code and print knowledge) lead to better school outcomes (Pianta et al 2002). However, school readiness assessments often fail to capture the richness of literacy experiences of culturally and linguistically students (Souto-Manning 2013).…”

Section: Introductionmentioning

confidence: 99%

A Study of Home Emergent Literacy Experiences of Young Latino English Learners

Trainin

Wessels

Nelson

et al. 2016

Early Childhood Educ J

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This empirical study explored the home environment literacy practices of young Latino English learners and their families. The participants were 217 incoming Kindergarten Latino EL students and parents. The data collection included a completed HLEQ by the parents. In addition, children were administered the PPVT, the pre-LAS, the PALS-K screening, the Woodcock Reading Mastery assessment, and the Wide Range Achievement test. All of the literacy assessments given to the children provided the researchers with comprehensive look at their literacy knowledge base. The results of this study indicate that there were two significant paths for students' achievement: availability of books and child initiated literacy factors that were directly related to the phonological processing efforts of students.

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The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes

Cited by 489 publications

References 10 publications

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

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

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

A Study of Home Emergent Literacy Experiences of Young Latino English Learners

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