Preschool interactive peer play mediates problem behavior and learning for low-income children

被引:52
作者
Bulotsky-Shearer, Rebecca J. [1 ]
Bell, Elizabeth R. [1 ]
Romero, Sandy L. [1 ]
Carter, Tracy M. [1 ]
机构
[1] Univ Miami, Dept Psychol, Child Div, Coral Gables, FL 33124 USA
关键词
Preschool classroom; Problem behavior; School readiness; Head Start; Interactive peer play; Mediation; HEAD-START; SOCIAL COMPETENCE; EARLY-CHILDHOOD; ADJUSTMENT PROBLEMS; OBSERVATION RECORD; SCHOOL READINESS; YOUNG-CHILDREN; SAME-SEX; LANGUAGE; VALIDITY;
D O I
10.1016/j.appdev.2011.09.003
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
The study employed a developmental, ecological, and resiliency framework to examine whether interactive peer play competencies mediated associations between teacher reported problem behavior and learning outcomes for a representative sample of urban low-income children (N = 507 across 46 Head Start classrooms). Structural equation models provided evidence for full mediation, whereby associations between internalizing and externalizing problem behavior and learning outcomes were fully explained through their effects on interactive peer play skills. An alternate model was also tested (whether problem behavior mediated the effects of interactive peer play on spring learning outcomes); however, this alternate model was not supported in these data. A third model testing whether mediation was conditional on child sex was also not supported. Implications for developmental theory, research, and practice are discussed as they relate to opportunities to build on children's strengths and promote learning within early childhood educational programs serving children living in urban poverty. (C) 2011 Elsevier Inc. All rights reserved.
引用
收藏
页码:53 / 65
页数:13
相关论文
共 125 条
[1]  
Allen M.J., 2002, INTRO MEASUREMENT TH
[2]  
[Anonymous], FED REG
[3]  
[Anonymous], 1992, CHILD OBS REC
[4]  
[Anonymous], PREKINDERGARTE UNPUB
[5]  
[Anonymous], 2009, DEV APPR PRACT EARL
[6]   Co-occurrence of externalizing behavior problems and emergent academic difficulties in young high-risk boys: A preliminary evaluation of patterns and mechanisms [J].
Arnold, DH .
JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY, 1997, 18 (03) :317-330
[7]  
BENTLER PM, 1990, PSYCHOL BULL, V107, P238, DOI 10.1037/0033-2909.88.3.588
[8]  
Bollen KA., 1993, Testing structural equation models
[9]  
Bredekamp S., 1997, Developmentally appropriate practice in early childhood programs
[10]  
Bronfenbrenner U., 1998, HDB CHILD PSYCHOL TH, V1, P1993