Behavior problems in learning activities and social interactions in head start classrooms and early reading, mathematics, and approaches to learning

Rebecca Shearer, Veronica Fernandez, Ximena Dominguez, Heather L. Rouse

Research output: Contribution to journalArticle

34 Citations (Scopus)

Abstract

Relations between early problem behavior in preschool classrooms and a comprehensive set of school readiness outcomes were examined for a stratified random sample (N = 256) of 4-year-old children enrolled in a large, urban school district Head Start program. A series of multilevel models examined the unique contribution of early problem behavior in structured learning activities, peer interactions, and teacher interactions to reading, mathematics, and approaches to learning at the end of the year, accounting for child demographic variables (child age, sex, and ethnicity). Early problem behavior in structured learning activities consistently predicted lower academic outcomes (early reading and mathematics ability) as well as lower motivation, attention, and persistence in academically focused tasks. Early problem behavior in peer situations predicted lower attitude toward learning, reflecting children's difficulties self-regulating and engaging appropriately in socially mediated classroom learning activities. Implications for intervention within early childhood educational programs serving low-income children are discussed.

Original languageEnglish
Pages (from-to)39-56
Number of pages18
JournalSchool Psychology Review
Volume40
Issue number1
StatePublished - Mar 1 2011

Fingerprint

Mathematics
Interpersonal Relations
Reading
Learning
mathematics
classroom
interaction
learning
school readiness
Aptitude
educational program
random sample
persistence
Motivation
low income
ethnicity
childhood
Demography
Problem Behavior
district

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education

Cite this

Behavior problems in learning activities and social interactions in head start classrooms and early reading, mathematics, and approaches to learning. / Shearer, Rebecca; Fernandez, Veronica; Dominguez, Ximena; Rouse, Heather L.

In: School Psychology Review, Vol. 40, No. 1, 01.03.2011, p. 39-56.

Research output: Contribution to journalArticle

@article{d2940a3c4d5b479bb942e2cb4ac741cb,
title = "Behavior problems in learning activities and social interactions in head start classrooms and early reading, mathematics, and approaches to learning",
abstract = "Relations between early problem behavior in preschool classrooms and a comprehensive set of school readiness outcomes were examined for a stratified random sample (N = 256) of 4-year-old children enrolled in a large, urban school district Head Start program. A series of multilevel models examined the unique contribution of early problem behavior in structured learning activities, peer interactions, and teacher interactions to reading, mathematics, and approaches to learning at the end of the year, accounting for child demographic variables (child age, sex, and ethnicity). Early problem behavior in structured learning activities consistently predicted lower academic outcomes (early reading and mathematics ability) as well as lower motivation, attention, and persistence in academically focused tasks. Early problem behavior in peer situations predicted lower attitude toward learning, reflecting children's difficulties self-regulating and engaging appropriately in socially mediated classroom learning activities. Implications for intervention within early childhood educational programs serving low-income children are discussed.",
author = "Rebecca Shearer and Veronica Fernandez and Ximena Dominguez and Rouse, {Heather L.}",
year = "2011",
month = "3",
day = "1",
language = "English",
volume = "40",
pages = "39--56",
journal = "School Psychology Review",
issn = "0279-6015",
publisher = "National Association of School Psychologists",
number = "1",

}

TY - JOUR

T1 - Behavior problems in learning activities and social interactions in head start classrooms and early reading, mathematics, and approaches to learning

AU - Shearer, Rebecca

AU - Fernandez, Veronica

AU - Dominguez, Ximena

AU - Rouse, Heather L.

PY - 2011/3/1

Y1 - 2011/3/1

N2 - Relations between early problem behavior in preschool classrooms and a comprehensive set of school readiness outcomes were examined for a stratified random sample (N = 256) of 4-year-old children enrolled in a large, urban school district Head Start program. A series of multilevel models examined the unique contribution of early problem behavior in structured learning activities, peer interactions, and teacher interactions to reading, mathematics, and approaches to learning at the end of the year, accounting for child demographic variables (child age, sex, and ethnicity). Early problem behavior in structured learning activities consistently predicted lower academic outcomes (early reading and mathematics ability) as well as lower motivation, attention, and persistence in academically focused tasks. Early problem behavior in peer situations predicted lower attitude toward learning, reflecting children's difficulties self-regulating and engaging appropriately in socially mediated classroom learning activities. Implications for intervention within early childhood educational programs serving low-income children are discussed.

AB - Relations between early problem behavior in preschool classrooms and a comprehensive set of school readiness outcomes were examined for a stratified random sample (N = 256) of 4-year-old children enrolled in a large, urban school district Head Start program. A series of multilevel models examined the unique contribution of early problem behavior in structured learning activities, peer interactions, and teacher interactions to reading, mathematics, and approaches to learning at the end of the year, accounting for child demographic variables (child age, sex, and ethnicity). Early problem behavior in structured learning activities consistently predicted lower academic outcomes (early reading and mathematics ability) as well as lower motivation, attention, and persistence in academically focused tasks. Early problem behavior in peer situations predicted lower attitude toward learning, reflecting children's difficulties self-regulating and engaging appropriately in socially mediated classroom learning activities. Implications for intervention within early childhood educational programs serving low-income children are discussed.

UR - http://www.scopus.com/inward/record.url?scp=79955615964&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79955615964&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:79955615964

VL - 40

SP - 39

EP - 56

JO - School Psychology Review

JF - School Psychology Review

SN - 0279-6015

IS - 1

ER -