Relationships as Malleable Factors for Children's Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis
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| Title: | Relationships as Malleable Factors for Children's Social-Behavioral Skills from Preschool to Grade 1: A Longitudinal Analysis |
|---|---|
| Language: | English |
| Authors: | Sheridan, Susan M. (ORCID |
| Source: | Early Education and Development. 2022 33(6):958-978. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Preschool Education Kindergarten Primary Education Grade 1 |
| Descriptors: | Preschool Children, Elementary School Students, Preschool Education, Kindergarten, Grade 1, Preschool Teachers, Elementary School Teachers, Teacher Student Relationship, Interpersonal Competence, Low Income Groups, Public Schools, Rural Schools, Urban Schools, Student Behavior, Predictor Variables, Behavior Problems, Parent Teacher Cooperation, Social Development |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale, Social Skills Improvement System Rating Scales |
| DOI: | 10.1080/10409289.2021.1936374 |
| ISSN: | 1040-9289 1556-6935 |
| Abstract: | Social-behavioral functioning during early childhood is associated with children's academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent--teacher and student--teacher relationships predicted children's social skills and problem behaviors across the preschool to Grade 1 transitions. Participants were 233 children (M = 5.32 years [SD = 0.27] in preschool), their parents, and their preschool (n = 65), kindergarten (n = 116), and first grade (n = 117) teachers enrolled in low-income public schools in rural and urban communities. Research Findings: Children's relationships with teachers were associated with social-behavioral functioning immediately and over time. Positive, sustained relationships from preschool through first grade predicted social-behavioral benefits. Conflictual relationships related to higher problem behaviors. Parent-teacher relationships as reported by teachers predicted children's positive social-behavioral functioning in the same year. Parents' reports of close relationships with teachers predicted more problem behaviors in the following year. Sustained relationships between parents and teachers during the transition from preschool through first grade predicted improved social skills and fewer problem behaviors over time. Practice or Policy: Providing targeted training and support for educators to develop and maintain relationships with students and parents can improve social-behavioral outcomes for children across the preschool to 1st grade transition. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1357596 |
| Database: | ERIC |
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| Abstract: | Social-behavioral functioning during early childhood is associated with children's academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent--teacher and student--teacher relationships predicted children's social skills and problem behaviors across the preschool to Grade 1 transitions. Participants were 233 children (M = 5.32 years [SD = 0.27] in preschool), their parents, and their preschool (n = 65), kindergarten (n = 116), and first grade (n = 117) teachers enrolled in low-income public schools in rural and urban communities. Research Findings: Children's relationships with teachers were associated with social-behavioral functioning immediately and over time. Positive, sustained relationships from preschool through first grade predicted social-behavioral benefits. Conflictual relationships related to higher problem behaviors. Parent-teacher relationships as reported by teachers predicted children's positive social-behavioral functioning in the same year. Parents' reports of close relationships with teachers predicted more problem behaviors in the following year. Sustained relationships between parents and teachers during the transition from preschool through first grade predicted improved social skills and fewer problem behaviors over time. Practice or Policy: Providing targeted training and support for educators to develop and maintain relationships with students and parents can improve social-behavioral outcomes for children across the preschool to 1st grade transition. |
|---|---|
| ISSN: | 1040-9289 1556-6935 |
| DOI: | 10.1080/10409289.2021.1936374 |
