• Skip to primary navigation
  • Skip to main content
SRI InternationalSRI mobile logo

SRI International

SRI International - American Nonprofit Research Institute

  • About
    • Blog
    • Press room
  • Expertise
    • Advanced imaging systems
    • Artificial intelligence
    • Biomedical R&D services
    • Biomedical sciences
    • Computer vision
    • Cyber & formal methods
    • Education and learning
    • Innovation strategy and policy
    • National security
    • Ocean & space
    • Quantum
    • QED-C
    • Robotics, sensors & devices
    • Speech & natural language
    • Video test & measurement
  • Ventures
  • NSIC
  • Careers
  • Contact
  • 日本支社
Show Search
Hide Search
Early childhood learning and development publications May 1, 2012 Article

Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences

SRI International May 1, 2012

Citation

Copy to clipboard


Bulotsky-Shearer, R. J., Dominguez, X., and Bell, E. R. (2012). Preschool Classroom Behavioral Context and School Readiness Outcomes for Low-Income Children: A Multilevel Examination of Child- and Classroom-Level Influences. Journal of Educational Psychology 104(2) 421.

Abstract

Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children’s individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N = 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined between early problem behavior (overactive and underactive behavior) at the child and classroom level and three dimensions of school readiness: cognitive skills, social engagement, and coordinated movement, assessed at the end of the preschool year. At the child level, younger children, boys, and underactive and overactive problem behavior were associated with lower school readiness skills. At the classroom level, classroom contexts early in the preschool year characterized by high levels of underactive behavior (e.g., social withdrawal among children) were uniquely and additively associated with lower school readiness skills. Contrary to hypotheses, there were no significant associations between classroom behavioral contexts characterized early in the preschool year by high levels of overactive behavior (e.g., socially disruptive or dysregulated behavior among children). Findings extend prior research in Head Start. Implications for early identification and intervention are discussed.

↓ View online

Share this

Facebooktwitterlinkedinmail

Early childhood learning and development publications, Education & learning publications, Publication Article

How can we help?

Once you hit send…

We’ll match your inquiry to the person who can best help you.

Expect a response within 48 hours.

Career call to action image

Make your own mark.

Search jobs
Our work

Case studies

Publications

Timeline of innovation

Areas of expertise

Blog

Institute

Leadership

Press room

Media inquiries

Compliance

Privacy policy

Careers

Job listings

Contact

SRI Ventures

Our locations

Headquarters

333 Ravenswood Ave
Menlo Park, CA 94025 USA

+1 (650) 859-2000

Subscribe to our newsletter

日本支社

SRI International

  • Contact us
  • Privacy Policy
  • Cookies
  • DMCA
  • Copyright © 2022 SRI International