Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families

Cathy Hi Qi, Almut Zieher, M. Lee Van Horn, Rebecca Shearer, Judith Carta

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

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.

Original languageEnglish (US)
JournalEarly Child Development and Care
DOIs
StatePublished - Jan 1 2019

Fingerprint

Preschool Children
Language
Child Behavior
Checklist
Parents
Problem Behavior

Keywords

  • behaviour problems
  • classroom emotional support
  • Language
  • low income
  • preschool

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

Cite this

Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families. / Qi, Cathy Hi; Zieher, Almut; Lee Van Horn, M.; Shearer, Rebecca; Carta, Judith.

In: Early Child Development and Care, 01.01.2019.

Research output: Contribution to journalArticle

@article{6d2e9cca356f448db6f741a7cf63299f,
title = "Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families",
abstract = "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.",
keywords = "behaviour problems, classroom emotional support, Language, low income, preschool",
author = "Qi, {Cathy Hi} and Almut Zieher and {Lee Van Horn}, M. and Rebecca Shearer and Judith Carta",
year = "2019",
month = "1",
day = "1",
doi = "10.1080/03004430.2019.1570504",
language = "English (US)",
journal = "Early Child Development and Care",
issn = "0300-4430",
publisher = "Taylor and Francis Ltd.",

}

TY - JOUR

T1 - Language skills, behaviour problems, and classroom emotional support among preschool children from low-income families

AU - Qi, Cathy Hi

AU - Zieher, Almut

AU - Lee Van Horn, M.

AU - Shearer, Rebecca

AU - Carta, Judith

PY - 2019/1/1

Y1 - 2019/1/1

N2 - 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.

AB - 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.

KW - behaviour problems

KW - classroom emotional support

KW - Language

KW - low income

KW - preschool

UR - http://www.scopus.com/inward/record.url?scp=85060789026&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85060789026&partnerID=8YFLogxK

U2 - 10.1080/03004430.2019.1570504

DO - 10.1080/03004430.2019.1570504

M3 - Article

AN - SCOPUS:85060789026

JO - Early Child Development and Care

JF - Early Child Development and Care

SN - 0300-4430

ER -