An investigation of preschool classroom behavioral adjustment problems and social-emotional school readiness competencies

John W. Fantuzzo, Rebecca Bulotsky-Shearer, Rachel A. Fusco, Christine McWayne

Research output: Contribution to journalArticle

76 Scopus citations

Abstract

The study examined the unique relationship between multiple dimensions of classroom behavioral adjustment problems and salient social-emotional competencies for urban Head Start children. These relationships were investigated using a hierarchical model that controlled for the variance in social-emotional outcomes attributed to age, gender, and verbal ability. Classroom behavioral adjustment problems were assessed early in the year by the Adjustment Scales for Preschool Intervention (ASPI) across multiple, routine preschool classroom situations. Outcomes assessed at the end of the year included emotion regulation, peer play in the home and neighborhood context, and approaches to learning. Socially negative behavior in the classroom predicted emotional lability, maladaptive learning behaviors, and disruptive social play in the home at the end of the year. Withdrawn behavior uniquely predicted lower affective engagement in the classroom and disconnection from peers in the home context. Findings provide predictive validity for the ASPI. Implications for policy, practice and future research are discussed.

Original languageEnglish (US)
Pages (from-to)259-275
Number of pages17
JournalEarly Childhood Research Quarterly
Volume20
Issue number3
DOIs
StatePublished - Sep 13 2005
Externally publishedYes

Keywords

  • Behavior
  • Children
  • Classroom behavior
  • Head start
  • School readiness
  • Social-emotional

ASJC Scopus subject areas

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

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