Preschoolers' social competence: Relations to family characteristics, teacher behaviors and classroom climate

Journal of Applied Developmental Psychology

Volumn 28, Issue 2, 2007, Pages 134-148

  Brophy Herb, Holly E ^a   Lee, Robert E ^b   Nievar, M Angela ^c   Stollak, Gary ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF NORTH TEXAS   (United States)

Author keywords

Classroom climate; Early childhood education; Parenting; Social competence; Teacher style

Indexed keywords

EID: 33847795421     PISSN: 01933973     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.appdev.2006.12.004     Document Type: Article

References (90)

1. Alexander K.L., Entwistle D.R., and Horsey C.S. From first grade forward: Early foundations of high school drop out. Sociology of Education 70 (1997) 87-107
2. Appleyard K., Egeland B., van Dulmen M., and Sroufe L.A. When more in not better: The role of cumulative risk in child behavior problems. Journal of Child Psychology and Psychiatry 46 (2005) 235-245
3. Arnett J. Caregivers in day-care centers: Does training matter. Journal of Applied Developmental Psychology 10 (1989) 541-552
4. Baumrind D. Child care practices anteceding three patterns of preschool behavior. Genetic Psychology Monographs 75 (1967) 43-88
5. Baumrind D. Child maltreatment and optimal caregiving in social contexts (1995), Garland, New York
6. Benzies K.M., Harrison M.J., and Magil-Evans J. Parenting stress, marital quality, and child behavior problems at age 7 years. Public Health Nursing 21 2 (2004) 111-121
7. Berger, L. M., Paxson, C., & Waldfogel, J. (2005). Income and child development. Paper retrieved September 22, 2006, from http://socwork.wisc.edu/lmberger/income_child_development_June16_2005.pd f
8. Blair C. School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist 57 (2002) 111-127
9. Bradley R.H., and Corwyn R.F. Socioeconomic status and child development. Annual Review of Psychology 53 (2002) 371-399
10. Bronfenbrenner U. The ecology of human development (1979), Harvard University Press, Cambridge, MA
11. Bronfenbrenner U. Ecology of the family as a context for human development: Research perspectives. Developmental Psychology 22 (1986) 723-742
12. Bronfenbrenner U. Ecological systems theory. In: Vasta R. (Ed). Six theories of child development: Revised formulations and current issues (1992), Kingsley, Philadelphia 187-248
13. Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Danon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of Child Psychology: Vol.1. Theory (5th ed., pp. 993-1028). New York: Wiley.
14. Bryk A.S., and Raudenbush S.W. Hierarchical linear models (1992), Sage, Newbury Park, CA
15. Burchinal M.R., Cryer D., Clifford R.M., and Howes C. Caregiver training and classroom quality in child care centers. Applied Developmental Science 6 (2002) 2-11
16. Chen X., Zappula C., Coco A.L., Schneider B., Kasper V., DeOliveira A.M., et al. Self-perceptions in Brazilian, Canadian, Chinese, and Italian children: Relations with social and school adjustment. International Journal of Behavior and Development 28 (2004) 129-138
17. Clarke-Stewart K.A., Gruber C., and Fitzgerald L. Children at home and in day care (1994), Erlbaum, Hillsdale, NJ
18. Conger R.D., Conger K.J., Elder G.H., Lorenze F.O., Simons R.L., and Whitbeck L.B. A family process model of economic hardship and adjustment in adolescent boys. Child Development 63 (1992) 526-541
19. Cowen E.L., Hightower A.D., Pedro-Carroll J.L., Work W.C., Wyman P.A., and Haffey W.G. School-based prevention for children at risk: The Primary Mental Health Project (1996), American Psychological Association, Washington, D.C.
20. Crick N.R., Casas J.F., and Ku H.C. Relational and physical forms of peer victimization in preschool. Developmental Psychology 35 (1999) 376-385
21. Deater-Deckard K., Dodge K.A., Bates J.E., and Pettit G.S. Multiple risk factors in the development of externalizing behavior problems: group and individual differences. Developmental Psychopathology 10 (1998) 469-493
22. Denham S.A., Caverly S., Schmidt M., Blair K., DeMulder E., Caal S., et al. Preschool understanding of emotions: Contributions to classroom anger and aggression. Journal of Child Psychology and Psychiatry 43 (2002) 901-916
23. Diener M.L., Goldstein L.H., and Mangelsdorf S.C. The role of prenatal expectations in parents' reports of infant temperament. Merrill-Palmer Quarterly 41 (1995) 172-190
24. Elias M.J., Gara M.A., Schuyler T.F., Branden-Muller L.R., and Sayette M.A. The promotion of social competence: Longitudinal study of a preventive school-based program. American Journal of Orthopsychiatry 61 (1991) 409-417
25. Erel O., and Burman B. Interrelatedness of marital relations and parent-child interactions: A meta-analytic review. Psychological Bulletin 118 (1995) 108-132
26. Evans G.W., and English K. The environment of poverty: Multiple stressor exposure, psychophysiological stress, and socioemotional adjustment. Child Development 73 (2002) 1238-1248
27. Farrington D.P. Juevenile delinquency. In: Coleman J.C. (Ed). The school years. 2nd ed. (1992), Routledge, London 123-163
28. Ford D.H., and Lerner R.M. Developmental systems theory: An integrative approach (1992), Sage, Thousand Oaks, CA
29. Gallagher S.K., and Gerstel N. Connections and constraints: The effects of children on caregiving. Journal of Marriage and Family 63 (2001) 265-277
30. Garner P.W., Jones D.C., and Palmer D.J. Social cognitive correlates of preschool children's sibling caregiving behavior. Developmental Psychology 30 (1994) 905-911
31. Garner P.W., and Spears F.M. Emotion regulation in low-income preschoolers. Social Development 9 (2000) 246-264
32. Gershoff, E. (2003). Living at the edge: Low income and the development of American's kindergartners. Research Brief No. 4. Washington, DC: National Center for Children in Poverty.
33. Gilligan R. The importance of schools and teachers in child welfare. Child and Family Social Work 3 (1998) 13-25
34. Green V.A., Cillessen A., Berthelesen D., Irving K., and Catherwood D. The effect of gender on context on children's social behavior in a limited resource situation: An observational study. Social Development 12 (2003) 586-601
35. Hall K., and Athanasiou M. Effective school interventions: Strategies for enhancing academic achievement and social competence. Psychology in the Schools 40 (2003) 709-711
36. Halberstadt A., Denham S.A., and Dunsmore J. Affective social competence. Social Development 10 (2001) 79-119
37. Hamre B.K., and Pianta R.S. Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?. Child Development 76 (2005) 949-967
38. Hamre B.K., and Pianta R.C. Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development 72 (2001) 625-638
39. Hart C.H., Olsen S.F., Robinson C.C., and Mandleco B.L. The development of social and communicative competence in childhood: A review and a model of personal, familial, and extrafamial processes. Communication Yearbook 20 (1997) 305-373
40. Hawkins J.D., Von Cleve E., and Catalano R.F. Reducing early childhood aggression: Results of a primary prevention program. Journal of the American Academy of Child and Adolescent Psychiatry 30 (1991) 208-217
41. Hightower A.D., Work W.C., Cowen E.L., Lotyczewski B.S., Spinell A.P., Guare J.C., et al. The teacher-child rating scale: A brief objective measure of elementary children's school problem behaviors and competencies. School Psychology Review 15 (1986) 393-409
42. Holmes H.T., and Rahe R.H. Booklet for schedule of recent experience (1967), University of Washington, School of Medicine, Department of Psychiatry, Seattle, WA
43. Howes C. Children's experiences in center-based child care as a function of teacher background and adult:child ratio. Merrill-Palmer Quarterly 43 (1997) 404-425
44. Howes C. Social-emotional classroom climate in child care, child-teacher relationships and children's second grade peer relations. Social Development 9 (2000) 192-204
45. Howes C., Smith E., and Galinsky E. The Florida child-care quality improvement study: Interim report (1995), Families and Work Institute, New York
46. Howes C., and Stewart P. Child's play with adults, toys, and peers: An examination of family and child-care influences. Developmental Psychology 23 (1987) 423-430
47. Huffman L.C., Mehlinger S.L., and Kerivan A.S. Risk factors for academic and behavioral problems at the beginning of school. Off to a good start; research on the risk factors for early school problems and selected federal policies affecting children's social and emotional development and their readiness for school (2000), University of North Carolina, FPG Child Development Center, Chapel Hill, NC 16-105
48. Jackson Y., and Warren J.S. Appraisal, social support, and life events: Predicting outcome behavior in school-age children. Child Development 71 (2000) 1441-1457
49. Keown L.J., and Woodward L.J. Early parent-child relations and family functioning or preschool boys with pervasive hyperactivity. Journal of Abnormal Child Psychology 30 (2002) 541-553
50. Knoll M., and Patti J. Social-emotional learning and academic achievement. In: Elias M.J., Arnold H., and Hussey C. (Eds). EQ + IQ = best leadership practices for caring and successful schools (2003), Corwin Press, Thousand Oaks, CA 36-49
51. Kriebel, D. K. (2003). Parenting as a moderator of cumulative risk for academic and social competence in adoptive children. Dissertation Abstracts International: Section B: The Sciences and Engineering, 63(11-B):5550.
52. Ladd G.W., Birch S.H., and Buhs E.S. Children's social and scholastic lives in kindergarten: Related spheres of influence?. Child Development 70 (1999) 1373-1400
53. Lerner R.M. Individual development and the family system: A life-span perspective. In: Kreppner K., and Lerner R.M. (Eds). Family systems and life-span development (1989), Lawrence Erlbaum, Hillsdale, NJ 15-31
54. Luster T., and McAdoo H.P. Family and child influences on educational attainment: A secondary analysis of the High/Scope Perry Preschool data. Developmental Psychology 32 (1996) 26-39
55. Malecki C.K., and Elliot S.N. Children's social behaviors as predictors of academic achievement: Longitudinal analysis. School Psychology Quarterly 17 (2002) 1-23
56. McHale J.P., Johnson D., and Sinclair R. Family-level dynamics, preschoolers' family representations, and preschool peer behavior. Early Education and Development 10 (1999) 373-401
57. McHale J.P., Kuersten-Hogan R., Lauretti A., and Rasmussen J. Parental reports of coparenting and observed coparenting behavior during the toddler period. Journal of Family Psychology 14 (2000) 220-237
58. Mendez J.L., Fantuzzo J., and Cicchetti D. Profiles of social competence among low-income African American preschool children. Child Development 73 4 (2002) 1085-1100
59. Mendez J.L., McDermott P.A., and Fantuzzo J. Identifying and promoting social competence with African-American preschool children: Developmental and contextual considerations. Psychology in the Schools 39 (2002) 111-123
60. Morris P.A., and Gennetian L.A. Identifying the effects of income on children's development using experimental data. Journal of Marriage and Family 65 (2003) 716-729
61. Nelson B., Martin R.P., Hodge S., Havill V., and Kamphaus R. Modeling the prediction of elementary school adjustment from preschool temperament. Personality and Individual Differences 26 (1999) 687-700
62. NICHD Early Child Care Research Network. Social functioning in first grade: Associations with earlier home and child care predictors and with current classroom experiences. Child Development 74 (2003) 1639-1662
63. Olson D.H., Russell C.S., and Sprenkle D.H. Circumplex Model VI of marital and family systems: Theoretical update. Family Process 22 (1983) 69-83
64. Owens E.B., Shaw D.S., Giovannelli J., Garcia M.M., and Yaggi K. Factors associated with behavioral competence at school among young boys from multi-problem, low-income families. Early Education and Development 10 (1999) 135-162
65. Peisner-Feinberg E.S., Burchinal M.R., Clifford R.M., Culkin M.L., Howes C., Kagan S.L., et al. The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development 72 (2001) 1534-1553
66. Pepler D.J., Craig W., and Roberts W.L. Social skills training and aggression in the peer group. In: McCord J. (Ed). Coercion and punishment in long-term perspectives (1995), Cambridge University Press, New York 213-228
67. Pettit G., Bates J., and Dodge K. Supportive parenting, ecological context, and children's adjustment: A seven-year longitudinal study. Child Development 68 (1997) 908-923
68. Pianta R.C., La Paro K.M., Payne C., Cox M.J., and Bradley R. The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal 102 (2002) 225-238
69. Querdo J.G., Warner T.D., and Eyberg S.M. Parenting styles and child behavior in African American families of preschool children. Journal of Clinical Child and Adolescent Psychology 31 (2002) 272-277
70. Ram B., and Hou F. Changes in family structure and child outcomes: Roles of economic and familial resources. Policy Studies Journal 31 (2003) 309-330
71. Rasbash, J., Steele, F., Browne, W., & Prosser, B. (2004). A user's guide to MLwiN, version 2.0. Center for Multilevel Modeling: London.
72. Raudenbush S., and Bryk A.S. A hierarchical model for studying school effects. Sociology of Education 59 (1986) 1-17
73. Raver C.C., and Zigler E.F. Social competence: An untapped dimension in evaluating Head Start's success. Early Childhood Research Quarterly 12 (1997) 363-385
74. Ritchie S., and Howes C. Program practices, caregiver stability, and child-caregiver relationships. Journal of Applied Developmental Psychology 24 (2003) 497-516
75. Robinson N.M., Lanzi R.G., Weinberg R.A., Ramey S.L., and Ramey C.T. Family factors associated with high academic competence in former Head Start children at third grade. Gifted Child Quarterly 46 (2002) 278-290
76. Rosenthal R. Interpersonal expectancy effects: A 30-year perspective. Current Directions in Psychological Science 3 (1994) 176-179
77. Rosenthal R. Covert communication in laboratories, classrooms, and the truly real world. Current Directions in Psychological Science 12 (2003) 151-154
78. Rubin D.B., and Little R.J. The analysis of social science data with missing values. Sociological Methods and Research 18 (1989) 292-326
79. Sanson A. Connections between temperament and social development: A review. Social Development 13 (2004) 142-169
80. Schmidt M., DeMulder E.K., and Denham S. Kindergarten social-emotional competence: Developmental predictors and psychosocial implications. Early Child Development and Care 172 (2002) 451-462
81. Schmitt N., Sacco J.M., Ramey S., Ramey C., and Chan D. Parental employment, school climate, and children's academic and social development. Journal of Applied Psychology 84 (1999) 737-753
82. Schweinhart L.J., and Weikart D.P. The High/Scope Perry Preschool curriculum comparison study through age 23. Early Childhood Research Quarterly 12 (1997) 117-143
83. Shure M., and Spivack G. Interpersonal problem solving as a mediator of behavior adjustment in preschool and kindergarten children. Journal of Applied Developmental Psychology 1 (1980) 35-39
84. Sidebotham P., and ALSPAC Study Team. Culture, stress, and the parent-child relationship: A qualitative study of parents' perceptions of parenting. Child, Care, Health and Development 27 (2001) 469-485
85. Votruba-Drzal E., Coley R.L., and Chase-Lansdale P.L. Child care and low-income children's development: Direct and moderated effects. Child Development 75 (2004) 296-312
86. Wampler K.S., Halverson C.F., Moore J.J., and Walters L.H. The Georgia Family Q-sort: An observational measure of family functioning. Family Process 28 (1989) 223-238
87. Webster-Stratton C., Reid M.J., and Hammond M. Preventing conduct problems, promoting social competence: A parent and teacher training partnership in Head Start. Journal of Clinical Child Psychology 30 (2001) 283-302
88. Webster-Stratton C., and Reid M.J. Treating conduct problems and strengthening social competence in young children: The Dina Dinosaur treatment program. Journal of Emotional and Behavioral Disorders 11 (2003) 130-143
89. Webster-Stratton C., and Taylor T. Nipping early risk factors in the bud: Preventing substance abuse, delinquency, and violence in adolescence through interventions targeted at young children (0-8 years). Prevention Science 2 (2001) 165-192
90. Zahn-Waxler C., Cole P.M., and Barrett K.C. Guilt and empathy: Sex differences and the implications for the development of depression. In: Garber J., and Dodge K.A. (Eds). The development of emotion regulation and dysregulation (1991), Cambridge University Press, New York 243-272