Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills
Measures of classroom quality in prekindergarten and children's development of academic, language, and social skills
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DOI：
10.1111/j.1467-8624.2008.01154.x
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发表时间：
2008-05-01
影响因子：
4.6
通讯作者：
Howes, Carollee
中科院分区：
文献类型：
--
作者：
Mashburn, Andrew J.;Pianta, Robert C.;Howes, Carollee
本研究探讨了4岁儿童在公共支持的学前教育（pre-K）项目中的学术，语言和社交技能的发展，这些项目与测量pre-K质量的3种方法有关，如下所示：（a）遵守与方案基础设施和设计有关的9项质量标准，（B）观察教室环境的总体质量，及（c）观察教师在课堂上与儿童的情感及教学互动。参与者是在11个州的671个学前班教室就读的2,439名儿童。调整以前的技能水平，儿童和家庭的特点，程序的特点，和状态，教师的教学互动预测学术和语言技能和教师的情感互动预测教师报告的社交技能。研究结果表明，政策，计划的发展和专业发展的努力，提高教师与儿童的互动，可以促进儿童的入学准备。
This study examined development of academic, language, and social skills among 4-year-olds in publicly supported prekindergarten (pre-K) programs in relation to 3 methods of measuring pre-K quality, which are as follows: (a) adherence to 9 standards of quality related to program infrastructure and design, (b) observations of the overall quality of classroom environments, and (c) observations of teachers' emotional and instructional interactions with children in classrooms. Participants were 2,439 children enrolled in 671 pre-K classrooms in 11 states. Adjusting for prior skill levels, child and family characteristics, program characteristics, and state, teachers' instructional interactions predicted academic and language skills and teachers' emotional interactions predicted teacher-reported social skills. Findings suggest that policies, program development, and professional development efforts that improve teacher-child interactions can facilitate children's school readiness.