An eco-behavioral approach to examining the contextual effects of early childhood classrooms |
| |
| Institution: | 1. Department of Child Development and Family Studies, Purdue University, 1269 Fowler House, West Lafayette, IN 47907-1269, USA;2. Department of Child Development and Family Studies, Frank Porter Graham Child Development Center, University of North Carolina, USA;3. Graduate School of Education and Information Sciences, University of California, Los Angeles, CA, USA;4. Families and Work Institute, Purdue University, 1269 Fowler House, West Lafayette, IN 47907-1269, USA;5. Frank Porter Graham Child Development Center, University of North Carolina, USA;1. Instituto Agroforestal Mediterráneo, Universitat Politècnica de València, CPI 8E Acceso F C/Camí de Vera s/n, 46022 València, Spain;2. Biobest Belgium N.V., R&D Department, Ilse Velden 18, 2260, Westerlo, Belgium;3. Instituto Valenciano de Investigaciones Agrarias, Carretera Montcada-Nàquera, Km 4,5, 46113 Montcada, València, Spain;1. Geography and Planning, University of Liverpool, Liverpool L69 7ZT, UK;2. Department of Geography, University of Leeds, Leeds, UK;1. University of Utah, USA;2. Loughborough University, UK;1. Institute of Sport Science, University of Oldenburg, Ammerländer Heerstr. 114-118, 26111 Oldenburg, Germany;2. Institute of Sport Science, Friedrich-Schiller-University Jena, Seidelstraße 20, 07749 Jena, Germany |
| |
| Abstract: | The purpose of the study was to determine what child characteristics (age, gender, language) and classroom characteristics (activity, teacher involvement) typically accompany complex interactions with objects and peers in ethnically diverse early childhood classrooms, and whether global classroom quality contributes additional variance to children’s interactions with objects and peers when child and classroom characteristics are accounted for. Two hundred and twenty-five children (mean age=59.5 months, 50% females) from 61 classrooms in 46 centers in the state of Hawaii participated. An eco-behavioral framework was used to examine ecological factors that “set the stage” for children’s complex interactions with objects and peers. Complex interactions with peers were most likely for girls, especially English-speaking, when there was no teacher involvement, and in creative activities. Complex interactions with objects were most likely for English-speaking children and in creative activities. Child activity moderated the association between teacher involvement and complex interactions with objects. Global classroom quality was not a significant predictor of complex interactions with objects or peers. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
