Teacher–Child Interaction Quality Buffers Negative Associations Between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills
| Autor: | Krystal Bichay-Awadalla, Jenna Futterer, Jhonelle Bailey, Rebecca Bulotsky Shearer, Cathy Huaqing Qi |
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| Rok vydání: | 2020 |
| Předmět: |
Literacy skill
media_common.quotation_subject education 05 social sciences Public Health Environmental and Occupational Health 050301 education Language acquisition behavioral disciplines and activities Emergent literacy Education Developmental psychology Social ecological model 0501 psychology and cognitive sciences Quality (business) Emotional development Psychology 0503 education At-risk students 050104 developmental & child psychology media_common |
| Zdroj: | Topics in Early Childhood Special Education. 40:159-171 |
| ISSN: | 1538-4845 0271-1214 |
| Popis: | Guided by an ecological model, we tested whether teacher–child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program ( N = 304 children across 53 classrooms). Findings from multilevel models supported direct associations between challenging behaviors within preschool learning contexts and language outcomes. Higher instructional support was associated with higher language and literacy outcomes for all children within classrooms regardless of behavioral risk. Higher classroom organization was directly associated with higher classroom literacy skills. Emotional support moderated associations between challenging behaviors in teacher contexts and literacy outcomes. Implications for future research, policy, and practice are discussed. |
| Databáze: | OpenAIRE |
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