Relations Between Behavior Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and Kindergarten
Relations Between Behavior Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and Kindergarten
复制标题
DOI：
10.1177/1063426609351172
复制
发表时间：
2010-12-01
影响因子：
1.9
通讯作者：
Fantuzzo, John W.
中科院分区：
文献类型：
--
作者：
Bulotsky-Shearer, Rebecca J.;Dominguez, Ximena;Fantuzzo, John W.
本研究以一个典型的城市学前儿童为样本，探讨了早期情绪和行为问题与同伴社会能力的关系。行为问题进行了评估的背景下，常规的同龄人，老师，结构化学习的课堂情况早在学前一年。测试了两种路径模型：（a）学前情境问题对幼儿园结束时同伴社会能力的直接影响;（B）学前情境问题对幼儿园结束时同伴社会能力的直接和间接影响。早期的问题，在同伴和社会中介学习的情况下，一贯预测较低的同伴社会能力在学前班和幼儿园。学前同伴的情况下直接和间接的问题预测更大的破坏性发挥在幼儿园结束时，和结构化的学习情况下的问题预测较低的互动发挥在这两个时间点。政策和实践的影响进行了讨论。
The relations between early emotional and behavioral problems in classroom situations and peer social competence were examined for a representative sample of urban Head Start children. Behavior problems were assessed within the context of routine peer, teacher, and structured learning classroom situations early in the preschool year. Two path models were tested: (a) direct effects of preschool situational problems on peer social competence at the end of preschool and (b) direct and indirect effects of preschool situational problems on peer social competence at the end of kindergarten, accounting for preschool peer social competence and child demographic variables. Early problems in peer and socially mediated learning situations consistently predicted lower peer social competence in preschool and kindergarten. Problems in preschool peer situations directly and indirectly predicted greater disruptive play at the end of kindergarten, and problems in structured learning situations predicted lower interactive play at both time points. Implications for policy and practice are discussed.