Child Care and Early Education Research Connections

Skip to main content

Low-income ethnically diverse children's engagement as a predictor of school readiness above preschool classroom quality

Share
Description:
This study examined whether children's observed individual engagement with teachers, peers, and tasks related to their school readiness after controlling for observed preschool classroom quality and children's baseline skills. The sample included 211 predominately low-income, racially/ethnically diverse 4-year-old children in 49 preschool classrooms in one medium-sized U.S. city. Results indicated that children's positive engagement with (a) teachers related to improved literacy skills; (b) peers related to improved language and self-regulatory skills; and (c) tasks related to closer relationships with teachers. Children's negative engagement was associated with lower language, literacy, and self-regulatory skills, and more conflict and closeness with teachers. Effect sizes were small to medium in magnitude, and some expected relations between positive engagement and school readiness were not found. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Kindergarten readiness for low-income and ethnically diverse children attending publicly funded preschool programs in Miami

Reports & Papers

Preschool writing and premathematics predict grade 3 achievement for low-income, ethnically diverse children

Reports & Papers

Children's classroom engagement and school readiness gains in prekindergarten

Reports & Papers
Release: 'v1.21.0' | Built: 2022-11-18 17:25:04 EST