Preschool Classroom Processes as Predictors of Children's Cognitive Self-Regulation Skills Development
Preschool Classroom Processes as Predictors of Children's Cognitive Self-Regulation Skills Development
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DOI：
10.1037/spq0000031
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发表时间：
2013-12-01
影响因子：
--
通讯作者：
Nesbitt, Kimberly Turner
中科院分区：
文献类型：
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作者：
Fuhs, Mary Wagner;Farran, Dale C.;Nesbitt, Kimberly Turner
本研究的重点是幼儿课堂的互动过程和整个学龄前儿童的认知自我调节（CSR）的收益之间的关联。从803名儿童（45.8%女性; M = 54个月; 39.1%白人，26.3%非洲裔美国人，24.6%西班牙裔，9.9%其他）的数据收集在秋季和春季的学龄前一年，并进行了三次课堂观察。多层次模型测试了教师和学生的课堂行为之间的关联，使用学前班的课堂观察和学前班的教师观察，并在整个学前班的CSR综合得分（尺寸变化卡排序，钉敲击，头脚趾膝盖肩膀，复制设计和Corsi块）中获得儿童。在控制了人口统计学协变量和儿童的前测分数后，情感和认知的课堂过程都与收益有关。更多的教师行为批准，更少的不赞成，更积极的情绪基调与收益。观察到的教师用于授课的时间比例以及儿童参与数学和识字的时间比例也与CSR收益有关，教师教学质量也是如此。虽然是探索性的，这些结果突出了在课堂实践中的修改，以帮助儿童的企业社会责任的发展潜力。
This research focuses on the associations between interactive processes of early childhood classrooms and gains in children's cognitive self-regulation (CSR) across the preschool year. Data from 803 children (45.8% female; M = 54 months; 39.1% Caucasian, 26.3% African American, 24.6% Hispanic, 9.9% Other) were collected at fall and spring of the preschool year, and classroom observations were conducted three times throughout the year. Multilevel models tested associations between classroom behaviors of teachers and students using the Classroom Observation in Preschool and the Teacher Observation in Preschool and gains children made in a CSR composite score (Dimensional Change Card Sort, Peg Tapping, Head Toes Knees Shoulders, Copy Design, and Corsi Blocks) across the preschool year. After controlling for demographic covariates and children's pretest scores, both affective and cognitive classroom processes were associated with gains. More teacher behavior approving, less disapproving, and more positive emotional tone were associated with gains. The proportion of observed time teachers spent delivering instruction as well as the proportion of time children were involved with mathematics and literacy were also related to CSR gains, as was the quality of teacher instruction. Although exploratory, these results highlight the potential for modifications in classroom practices to aid in children's CSR development.