Language Skills, Behaviour Problems, and Classroom Emotional Support among Preschool Children from Low-income Families.
Language Skills, Behaviour Problems, and Classroom Emotional Support among Preschool Children from Low-income Families.
复制标题
低收入家庭学龄前儿童的语言技能、行为问题与课堂情感支持。
DOI：
10.1080/03004430.2019.1570504
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发表时间：
2020
影响因子：
1.4
通讯作者：
Carta J
中科院分区：
文献类型：
--
作者：
Qi C;Zieher A;Van Horn ML;Bulotsky-Shearer R;Carta J
本研究的目的是探讨语言技能和行为问题之间的关系和潜在的调节作用的质量的课堂情感支持在这种关系中的242名学龄前儿童从低收入家庭。学龄前语言量表-5分别给每个孩子。课堂情感支持的质量采用幼儿园课堂评估评分系统的情感支持领域进行测量。教师和家长完成了1岁半至5岁的儿童行为检查表。结果表明，语言技能和行为问题之间的负相关关系因教师提供的课堂情感支持水平而异。具体而言，语言技能较低的儿童在教师提供较低水平情感支持的教室中表现出较高水平的行为问题。本研究的发现对加强教师对语言技能较低儿童的情感支持和未来的研究具有重要的意义。
The purpose of this study was to examine the relationship between language skills and behavioural problems and the potential moderating role of the quality of classroom emotional support in this relationship among 242 preschool children from low-income families. The Preschool Language Scale-5 was administered individually to each child. The quality of classroom emotional support was measured using the Emotional Support domain of the Classroom Assessment Scoring System for Pre-Kindergarten. Teachers and parents completed the Child Behaviour Checklist for Ages 1½-5. Results indicated the inverse relationship between language skills and behaviour problems varied by the level of classroom emotional support provided by teachers. Specifically, children with lower language skills exhibited higher levels of behaviour problems in classrooms where teachers provided lower levels of emotional support. Findings from this study have important implications for enhancing teachers’ emotional support aimed at children with lower language skills and for future research.
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