Table 5 - uploaded by Elizabeth Bell
Content may be subject to copyright.
Source publication
Research has shown that early interventions are most successful when they have a comprehensive focus that is individualized to children's needs. The present study employed a person-centered approach to identify profiles, or subgroups, of children displaying early patterns of peer play behaviors in an ethnically and linguistically diverse Head Start...
Context in source publication
Context 1
... LGCAs were conducted to determine whether there was significant variance in children's initial status (intercept) and rates of growth (slope) in academic school readiness. Fit statistics for the five LGCAs are provided in Table 5. Although three of the chi-square tests of model fit were significant, all of the values for the CFI and the SRMR were well within the range considered to be good fit to the data. ...
Similar publications
This study explored children’s experiences of instructional alignment from prekindergarten through kindergarten. Using cluster analysis to analyze data from over 1300 children in the 2009 Head Start Family and Child Experiences Survey, the study found that children have distinct and definable experiences of prekindergarten–kindergarten alignment, w...
The current longitudinal study used data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCYD) to examine a model of development that emphasizes early caregiving environments as predictors of social emotional competence (including classroom competence). This path analysis...
Citations
... Most attempts have classified coping strategies in terms of their functionality (i.e., adaptive or maladaptive) (Aldao et al., 2015;Grob & Smolenski, 2009;Schlesier et al., 2019;Vierhaus et al., 2016). This second-order structure (maladaptive and adaptive) was also found by Mahmoud et al. (2012) as well as by Bean et al. (2009), who refer to it differently as approach and avoidance coping. However, Hanfstingl et al. (2021) could not find any secondary structure (i.e., dimensions) for the Brief COPE inventory. ...
... A variable-centred grouping of strategies into dimensions is often based on a mixture of different constructs, such as functionality (approach vs. avoidance; e.g., Bean et al., 2009;Mahmoud et al., 2012); original subdivision (problem-solving;e.g., Carver et al., 1989); factor analysis indications from the Brief COPE (Carver, 1997); as well as findings from other studies (support seeking; e.g., Knoll et al., 2005). For example, in a study with a large sample of college students (>2000 participants), Doron et al. (2014) 2 of 24 -SCHLESIER and WESTPHAL identified five higher order dimensions that are consistent with a mixture of different approaches: problem-solving (e.g., Planning, Active Coping); support seeking (e.g., Instrumental Support, Emotional Support); avoidance (e.g., Behavioural Disengagement, Denial); cognitive restructuring (e.g., Acceptance, Positive Reframing); and distraction (e.g., Self-Distraction, Venting). ...
... Several studies show, however, that approach (adaptive) coping appears to be the predominantly used strategy in coping with stress in general (Awoke et al., 2021;Bean et al., 2009). Furthermore, perceived stress is positively correlated with avoidance-oriented and self-oriented emotional reaction coping strategies (e.g., Self-Blaming) in medium to high effect sizes (Doron et al., 2014;Rogowska et al., 2020). ...
As coping profiles can offer concrete intervention opportunities, the goal of the present study is to explore latent coping profiles in a sample of 316 student teachers at a German university, using the Brief COPE inventory (Carver, 1997). Furthermore, we aim to test the extent to which students with specific coping profiles differ in the levels of stress (PSS; Schneider et al., 2020) and stressors they perceive. Latent profile analysis (LPA) reveals that a six-profile solution shows the optimal fit, with high entropy. The six profiles include two more support-seeking coping profiles (networking and disengaged copers), withdrawn, cognitive restructuring , avoidant and repertoire-oriented copers. Both more support-seeking coping profiles used in particular strategies concerning seeking social and emotional support , and are associated with less stress. Avoidant and withdrawn copers show unfavourable perceptions of stress levels and stressors. Thus, programs to promote social-emotional support should be implemented in teacher training courses.
... Although some studies have explored the impact of peer interactions on language development (e.g., Bell et al. 2016;Franco et al. 2019), there is currently no comprehensive review on the nature of peer interactions among preschool children who are ELs and its impact on language development. Evidence obtained by consolidating findings from relevant individual studies may better inform future research, policies and intervention strategies aimed at enhancing language skills among children who are ELs. ...
... Most studies (n = 7) sampled children from predominantly Mexican-American backgrounds but a few also sampled children from other ethnic groups such as African-American, Nepali, Turkish, and White (e.g., Bell et al. 2016;Bernstein 2018;Spencer et al. 2015): providing additional insight on the impact of ethnic and linguistic diversity on English language development in the classroom. Additionally, all studies except for one obtained their full, or a partial sample from Head Start centers. ...
... In most cases (n = 8), children were the unit of analysis although sometimes dyadic (n = 1, Kyratzis 2017) and group (n = 1, Spencer et al. 2015) analyses were also used. Most studies (n = 7) were guided by a specific theoretical framework often focused on social interaction such as the socio-linguistic approach (e.g., Bell et al. 2016;. Contexts used in the studies included peer play, story retelling or generation, teacher-child and child-peer linguistic interactions, and classroom interaction networks. ...
Studies showing that early language skills are important predictors of later academic success and social outcomes have prompted efforts to promote early language development among children at risk. Good social skills, a competence identified in many children who are English Language Learners (ELLs), have been posited in the general literature as facilitators of language development. Yet to date, a comprehensive review on the nature and impact of social interaction on language development among children who are ELLs has not been conducted. Using PRISMA procedures, a systematic review was conducted and 10 eligible studies published between 2008 and 2019 were identified. Findings revealed that despite their limited language capabilities, children who are ELLs can engage in complex speech during peer interaction. However, the nature and frequency of interactions, as well as the unique skill sets of communication partners may affect their development of relevant language skills. These findings have implications for policy and intervention development for preschool settings in the United States.
... Psychosocial adjustment is one of the main factors influencing children's adaptation to school and academic success (Duncan & Magnuson, 2011). Children who enter kindergarten with more competent profiles of social-emotional skills (i.e., positive social skills, lack of problem behavior, emotion regulation abilities) are more successful in adjusting to school and also have better grades and higher levels of achievement compared to children with less competent profiles of social-emotional skills (e.g., Arnold et al., 2012;Bell et al., 2016;Denham, Bassett, Mincic, et al., 2012). When children are able to successfully regulate their emotions and behaviors, they can devote resources to attend to, focus on, and engage in classroom learning tasks and positive interactions with others Graziano et al., 2007;Vitiello & Williford, 2016). ...
Children growing up in disadvantage often enter school without the requisite social, emotional, and behavioral skills to be successful. Considering the importance of social-emotional skills for school and later life success, it is critical to understand factors associated with social-emotional development across the transition to elementary school. The current study will utilize an ecological approach to identify the influence of malleable home- (i.e., parent-child relationship [microsystem]) and school-based (i.e., home-school connection [mesosystem]) contextual factors over time (chronosystem) on children’s school readiness and social-emotional adjustment to early elementary school, and uncover the role of community setting (exosystem) in understanding children’s school readiness trajectories. The sample is comprised of 250 children and their parents and teachers participating in a federally funded longitudinal study of early education practices. Children were followed from preschool through first grade, and parents and teachers provided ratings of the parent-child relationship, home-school connection, and children’s social-emotional skills at each time point. Geographic context did not appear to directly influence children’s social-emotional skill trajectories; however geographic context did influence parent-child relationship quality (favoring urban families) and the home-school connection (also favoring urban families), both of which had significant effects on children’s social-emotional functioning during the transition from preschool to first grade. Understanding the association between malleable home- and school-based relationships and children’s school readiness and social-emotional adjustment during the transition to school may help identify better ways to support schools and families during the transition to elementary school, particularly for children living in rural communities, and ultimately help close the achievement gap for children who are disadvantaged. Advisor: Susan M. Sheridan
... O perfil social (perfil 3) foi o segundo grupo mais representativo na nossa amostra, incluindo crianças que demonstram comportamentos pró-sociais que promovem e facilitam a brincadeira social no grupo: envolvem--se em brincadeiras sócio-dramáticas (faz-de-conta), brincadeiras de lutas simuladas e divertidas com outras crianças, participando ativamente nas conversas e nas interações com os outros. Este grupo de crianças aproxima-se de perfis encontrados em estudos anteriores, característicos de crianças socialmente bem adaptadas, pouco desconectadas do grupo e com elevados níveis de interação com os pares (Mendez et al., 2002), com baixos níveis de isolamento e poucos comportamentos reticentes (Bulotsky-Shearer et al., 2010), apresentando vários tipos de comportamentos pró-sociais que facilitam a brincadeira livre como a tomada de iniciativa, a resolução de conflitos com os pares e a criatividade nas brincadeiras (Bell et al., 2016). O grupo de reticentes (perfil 1) foi o grupo menos representativo na nossa amostra, composto por crianças que demonstram um elevado número de comportamentos não-sociais reticentes e um baixo número de comportamentos sociais durante a brincadeira. ...
A capacidade das crianças para compreender as emoções e as intenções sociais dos outros relaciona--se com a qualidade das interações com os pares. Os comportamentos de brincadeira não-social durante o pré-escolar poderão estar associados a dificuldades no desenvolvimento do conhecimento emocional. O presente estudo teve como objetivos: (1) identificar diferentes perfis de comportamentos de brincadeira social e não-social de crianças em idade pré-escolar, e (2) verificar se o conhecimento emocional das crianças varia de acordo com os diferentes perfis. Participaram no estudo 193 crianças,
com uma média de 53.31 meses de idade. As educadoras preencheram a versão portuguesa do Preschool Play Behaviour Scale para discriminar os comportamentos sociais e não-sociais das crianças durante a brincadeira. O conhecimento emocional das crianças foi avaliado através da versão portuguesa do Affect Knowledge Test. A análise hierárquica de clusters identificou três perfis de crianças que apresentam diferentes comportamentos sociais e não-sociais durante a brincadeira: reticentes, solitários-sociais e sociais. O grupo mais representativo da nossa amostra foi o solitário-social. As crianças reticentes demonstraram um menor conhecimento emocional por comparação com o grupo de crianças sociais. Os nossos resultados reforçam a existência de diferentes tipos de comportamentos sociais e não-sociais durante a brincadeira e a sua relação com o conhecimento emocional.
Research Findings: Peer play interactions are important contexts for supporting early learning both at home and at school for preschool children from low-income backgrounds. The current study used structural equation modeling to examine whether teacher-reported learning behaviors in the classroom mediated the relationship between parent-reported peer play skills in the home and direct assessments of language, literacy, and mathematics skills in a diverse sample of 680 Head Start preschoolers across 53 classrooms. Disconnected and disruptive play skills in the home were negatively associated with learning behaviors and language/literacy and mathematics skills. Additionally, learning behaviors mediated the relationship between disruptive play skills in the home and academic skills. Practice or Policy: Implications for strengthening parent teacher partnerships and program-wide interventions are discussed.
The current study used naturalistic observations to explore the peer engagement of 428 preschoolers whom teachers identified as displaying elevated levels of disruptive behavior. Children’s peer sociability, communication, assertiveness, and conflict were independently observed as they naturally occurred in the classroom throughout the preschool year. Data were analyzed to examine patterns of peer engagement, explore variability across time and classroom context, and identify associations between disruptive behavior type and peer engagement quality. Results showed that, on average, children were not engaging in high-quality peer interactions nor were they displaying significant levels of negative peer engagement. There was no linear change in peer engagement quality across the year, but positive and negative peer engagement patterns varied substantially across children. Children’s peer engagement was of higher quality when in unstructured settings and when teachers were less directive of activities. The relationship between disruptive behavior and peer engagement differed based on the nature of the disruptive behavior displayed – positive peer engagement was positively associated with hyperactivity and negatively associated with inattention, and negative peer engagement was positively associated with oppositionality. Results highlight the low level with which children are interacting with peers (both positively and negatively) in the preschool classroom and suggest that preschoolers who are perceived as disruptive are not yet engaging in a significant degree of negative peer interaction. Implications for the understanding, structure, and management of the preschool classroom are discussed in relation to both practice and research.
Young English learners (ELs) whose home language is Spanish continue to lag behind in several school readiness areas including language and literacy skills in spite of their strong social skills, which are positively related to language and literacy. The purpose of this article is to identify challenges that preschool Spanish speaking ELs face, explore theoretical underpinnings of context-based instructional models, and discuss implications for research, practice, and policy making. Based on sociocultural theory and social transactional theory, we propose a conceptual framework that consists of embedding a teacher-scaffolded instruction within reciprocal peer mediated interactions to promote preschool Spanish speaking ELs’ English language and literacy skills for kindergarten readiness. Given the transactional nature of peer tutoring, we hypothesize that children receiving the scaffolded reciprocal peer tutoring will have increased social interaction. Additionally, we expect a mediating effect of children's social interaction on their language and literacy development.
