Broekhuizen Martine L, Mokrova Irina L, Burchinal Margaret R, Garrett-Peters Patricia T
Education and Learning, Utrecht University.
Frank Porter Graham Child Development Institute, The University of North Carolina at Chapel Hill.
Early Child Res Q. 2016;36:212-222. doi: 10.1016/j.ecresq.2016.01.005.
Focusing on the continuity in the quality of classroom environments as children transition from preschool into elementary school, this study examined the associations between classroom quality in pre-kindergarten and kindergarten and children's social skills and behavior problems in kindergarten and first grade. Participants included 1175 ethnically-diverse children (43% African American) living in low-wealth rural communities of the US. Results indicated that children who experienced higher levels of emotional and organizational classroom quality in both pre-kindergarten and kindergarten demonstrated better social skills and fewer behavior problems in both kindergarten and first grade comparing to children who did not experience higher classroom quality. The examination of the first grade results indicated that the emotional and organizational quality of pre-kindergarten classrooms was the strongest predictor of children's first grade social skills and behavior problems. The study results are discussed from theoretical, practical, and policy perspectives.
本研究聚焦于儿童从学前班过渡到小学阶段课堂环境质量的连续性，考察了学前班和幼儿园的课堂质量与儿童在幼儿园和一年级时的社交技能及行为问题之间的关联。研究参与者包括1175名来自美国低财富农村社区、种族多样的儿童（43%为非裔美国人）。结果表明，与未经历较高课堂质量的儿童相比，在学前班和幼儿园都经历了较高水平情感和组织性课堂质量的儿童，在幼儿园和一年级时都表现出更好的社交技能和更少的行为问题。对一年级结果的考察表明，学前班课堂的情感和组织质量是儿童一年级社交技能和行为问题的最强预测因素。研究结果从理论、实践和政策角度进行了讨论。
