Teacher–Child Interactions and the Development of Executive Function in Preschool-Age Children Attending Head Start
| Autor: | Amy C. Williamson, Ji Young Choi, Melissa Long, Emisha Young, Lauren Worley, Diane M. Horm, Sherri Castle |
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| Rok vydání: | 2016 |
| Předmět: |
media_common.quotation_subject
education 05 social sciences Multilevel model 050301 education Self-control Family income behavioral disciplines and activities Education Developmental psychology Head start Developmental and Educational Psychology Achievement test 0501 psychology and cognitive sciences Language proficiency Psychology Association (psychology) 0503 education Socioeconomic status 050104 developmental & child psychology media_common |
| Zdroj: | Early Education and Development. 27:751-769 |
| ISSN: | 1556-6935 1040-9289 |
| DOI: | 10.1080/10409289.2016.1129864 |
| Popis: | Research Findings: The purpose of this study was to examine the potential contribution of teacher–child interactions to residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. The study also explored whether the association between quality of teacher–child interactions and IC gains depends on children’s IC skills upon classroom entry and their household income-to-needs ratio. The study included 169 preschoolers from 51 classrooms in a Head Start program run by an agency in a large city in Oklahoma. Children’s IC skills were assessed in fall (time 1) and spring (time 2), and teacher–child interaction quality was observed at fall (i.e., September through November). Results from Hierarchical Linear Modeling (HLM) did not show significant effects of high-quality teacher–child interactions on residualized IC gains over six months. However, results showed that children who initially presented poor IC skills displayed hig... |
| Databáze: | OpenAIRE |
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