Articlebronze2017

Low-Income Ethnically Diverse Children's Engagement as a Predictor of School Readiness Above Preschool Classroom Quality

Terri J. Sabol · Natalie L. Bohlmann · Jason Troy Downer

98 citations0/0 files storedChild Development

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Early Childhood Education and Development Parental Involvement in Education Educational Environments and Student Outcomes

Abstract

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.

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1992Alternative Ways of Assessing Model Fit 1962Thought and language 2004School Engagement: Potential of the Concept, State of the Evidence 2007School readiness and later achievement.1993Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.2011The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement 2002Parental Involvement in the Development of Children’s Reading Skill: A Five-Year Longitudinal Study 2008Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills

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