A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start

Michelle F. Maier, Virginia E. Vitiello, Daryl Greenfield

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

Early exposure to the multiple risk factors associated with poverty is related to an elevated risk for academic difficulty. Therefore, it is important to promote academic resilience as early as possible and to identify factors that support resilience. Given the positive relation between early language skills and later academic outcomes, examining resilience in the domain of language and literacy is critical. Both exposure to a high-quality classroom environment and early child psychosocial strengths may serve as protective or promotive factors for low-income children, reducing the risk of poor language and literacy outcomes. Using a sample of 275 preschoolers from 29 Head Start classrooms, the current study examined the relations among teacher-reported child-level psychosocial strengths, observed classroom process quality, and growth in language and literacy. Furthermore, whether child and classroom factors had an additive or an interactive effect on outcomes was also investigated. Results indicated that child-level psychosocial strengths predicted initial levels of language and literacy, and classroom organization predicted growth. Results are discussed in terms of understanding how malleable child- and classroom-level factors are associated with language and literacy outcomes and emphasize the importance of intervening early on in young children's learning trajectories.

Original languageEnglish
Pages (from-to)104-114
Number of pages11
JournalEarly Childhood Research Quarterly
Volume27
Issue number1
DOIs
StatePublished - Jan 1 2012

Fingerprint

psychosocial factors
resilience
Language
literacy
Psychology
classroom
language
Poverty
Growth
Literacy
low income
Learning
Organizations
poverty
organization
teacher
learning

Keywords

  • Head Start
  • Preschool
  • Protective factors
  • School readiness

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Sociology and Political Science

Cite this

A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start. / Maier, Michelle F.; Vitiello, Virginia E.; Greenfield, Daryl.

In: Early Childhood Research Quarterly, Vol. 27, No. 1, 01.01.2012, p. 104-114.

Research output: Contribution to journalArticle

@article{de042a6d79434085842fe15d0d1a2ea7,
title = "A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start",
abstract = "Early exposure to the multiple risk factors associated with poverty is related to an elevated risk for academic difficulty. Therefore, it is important to promote academic resilience as early as possible and to identify factors that support resilience. Given the positive relation between early language skills and later academic outcomes, examining resilience in the domain of language and literacy is critical. Both exposure to a high-quality classroom environment and early child psychosocial strengths may serve as protective or promotive factors for low-income children, reducing the risk of poor language and literacy outcomes. Using a sample of 275 preschoolers from 29 Head Start classrooms, the current study examined the relations among teacher-reported child-level psychosocial strengths, observed classroom process quality, and growth in language and literacy. Furthermore, whether child and classroom factors had an additive or an interactive effect on outcomes was also investigated. Results indicated that child-level psychosocial strengths predicted initial levels of language and literacy, and classroom organization predicted growth. Results are discussed in terms of understanding how malleable child- and classroom-level factors are associated with language and literacy outcomes and emphasize the importance of intervening early on in young children's learning trajectories.",
keywords = "Head Start, Preschool, Protective factors, School readiness",
author = "Maier, {Michelle F.} and Vitiello, {Virginia E.} and Daryl Greenfield",
year = "2012",
month = "1",
day = "1",
doi = "10.1016/j.ecresq.2011.06.002",
language = "English",
volume = "27",
pages = "104--114",
journal = "Early Childhood Research Quarterly",
issn = "0885-2006",
publisher = "Elsevier Limited",
number = "1",

}

TY - JOUR

T1 - A multilevel model of child- and classroom-level psychosocial factors that support language and literacy resilience of children in Head Start

AU - Maier, Michelle F.

AU - Vitiello, Virginia E.

AU - Greenfield, Daryl

PY - 2012/1/1

Y1 - 2012/1/1

N2 - Early exposure to the multiple risk factors associated with poverty is related to an elevated risk for academic difficulty. Therefore, it is important to promote academic resilience as early as possible and to identify factors that support resilience. Given the positive relation between early language skills and later academic outcomes, examining resilience in the domain of language and literacy is critical. Both exposure to a high-quality classroom environment and early child psychosocial strengths may serve as protective or promotive factors for low-income children, reducing the risk of poor language and literacy outcomes. Using a sample of 275 preschoolers from 29 Head Start classrooms, the current study examined the relations among teacher-reported child-level psychosocial strengths, observed classroom process quality, and growth in language and literacy. Furthermore, whether child and classroom factors had an additive or an interactive effect on outcomes was also investigated. Results indicated that child-level psychosocial strengths predicted initial levels of language and literacy, and classroom organization predicted growth. Results are discussed in terms of understanding how malleable child- and classroom-level factors are associated with language and literacy outcomes and emphasize the importance of intervening early on in young children's learning trajectories.

AB - Early exposure to the multiple risk factors associated with poverty is related to an elevated risk for academic difficulty. Therefore, it is important to promote academic resilience as early as possible and to identify factors that support resilience. Given the positive relation between early language skills and later academic outcomes, examining resilience in the domain of language and literacy is critical. Both exposure to a high-quality classroom environment and early child psychosocial strengths may serve as protective or promotive factors for low-income children, reducing the risk of poor language and literacy outcomes. Using a sample of 275 preschoolers from 29 Head Start classrooms, the current study examined the relations among teacher-reported child-level psychosocial strengths, observed classroom process quality, and growth in language and literacy. Furthermore, whether child and classroom factors had an additive or an interactive effect on outcomes was also investigated. Results indicated that child-level psychosocial strengths predicted initial levels of language and literacy, and classroom organization predicted growth. Results are discussed in terms of understanding how malleable child- and classroom-level factors are associated with language and literacy outcomes and emphasize the importance of intervening early on in young children's learning trajectories.

KW - Head Start

KW - Preschool

KW - Protective factors

KW - School readiness

UR - http://www.scopus.com/inward/record.url?scp=81455143760&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=81455143760&partnerID=8YFLogxK

U2 - 10.1016/j.ecresq.2011.06.002

DO - 10.1016/j.ecresq.2011.06.002

M3 - Article

VL - 27

SP - 104

EP - 114

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

SN - 0885-2006

IS - 1

ER -