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Teacher-child relationship quality and kindergarten outcomes: The moderating role of classroom activity settings

Early Childhood Research Quarterly 2025年 72卷 295-306页

作者： Ramirez, Elia G. Whittaker, Jessica E. DeCoster, Jamie Pianta, Robert C. Vitiello, Virginia E. Center for Advanced Study of Teaching and Learning (CASTL) University of Virginia United States

Grounded in the bioecological model of human development and attachment theory, this study examined whether the proportion of time children spend in activity settings in the kindergarten classroom moderated the relationship between teacher-child relationship quality and children's kindergarten academic and social-emotional outcomes. Participants included kindergarten students (n = 2439) and their teachers (n = 452) in a large and diverse school district in the United States. Using regression models that accounted for the dependence of students in classrooms, we examined the following three research questions: 1) To what extent is quality of children's relationships with their teacher at the beginning of kindergarten associated with growth in children's outcomes (academic, social-emotional, behavioral) over the kindergarten year? 2) To what extent is time spent in different classroom activity settings (i.e., small group, whole group, individual) associated with growth in outcomes? 3) Does time spent in different classroom activity settings moderate the association between teacher-child relationship quality and growth in children's outcomes? We found significant associations between teacher-child relationship quality and kindergarten outcomes as well as between small group setting and mathematics outcomes. We also found that group setting moderated associations between teacher-child relationship quality and some kindergarten outcomes. The findings illustrate the centrality of teacher-child relationship quality in supporting children's outcomes in the early years. Findings also suggest that although there may not be many direct associations between time spent in different settings and outcomes, to fully understand how teacher-child relationships are associated with children's outcomes, it may be important to consider the activity settings in which children spend their time. © 2025

关键词： Activity settings Early childhood outcomes Teacher-child relationships

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Supporting preschool teachers’ social-emotional competencies and “lenses” for challenging behavior in Virginia’s early childhood mental health consultation program

Social and Emotional Learning: Research, Practice, and Polic...

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Social and Emotional learning: Research, Practice, and Policy 2025年 5卷

作者： Ann M. Partee Ann S. Lhospital Sarah A. Hammond Amanda P. Williford Jason T. Downer Center for Advanced Study of Teaching and Learning School of Education and Human Development University of Virginia USA

This paper introduces the Lenses for Children and Families tool, a practitioner-friendly framework to understand and promote teacher attributions for challenging behavior—or how teachers perceive behaviors. We first argue that teacher attributions for challenging behavior are an important social-emotional competency, and that to shift attributions, teachers draw on other social-emotional competencies including self-awareness, emotion regulation, and perspective taking. Then, we describe how the Lenses tool was used to help early childhood teachers notice and shift their attributions for children’s challenging behaviors as part of the Virginia Early Childhood Mental Health Consultation pilot program. We illustrate examples of teachers and consultants using the Lenses tool through short vignettes drawn from actual cases. We conclude by providing considerations for practitioners interested in addressing teachers’ attributions for challenging behavior as part of their work to support teachers’ social-emotional competencies.

关键词： Preschool Early childhood Teacher social-emotional competencies Challenging behaviors Behavior attributions Mental health consultation

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Maternal perspectives on COVID-19 kindergarten learning impacts: a qualitative study of families with low income

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Discover Education 2025年第1期4卷 1-16页

作者： Turnbull, Khara L. P. Jaworski, Brianna Cubides Mateus, Deiby Mayaris Coolman, Frances L. LoCasale-Crouch, Jennifer Moon, Rachel Y. Hauck, Fern R. Kellams, Ann Colson, Eve R. School of Education and Human Development Center for Advanced Study of Teaching and Learning University of Virginia PO Box 800784 Charlottesville 22908 VA United States Department of Pediatrics University of Virginia School of Medicine Charlottesville Charlottesville VA United States Department of Family Medicine University of Virginia School of Medicine Charlottesville VA United States Department of Pediatrics WashU Medicine St. Louis MO United States Present Affiliation College of Education University of South Florida Tampa FL United States Present Affiliation School of Education Virginia Commonwealth University Richmond VA United States

In this paper, we aim to understand maternal perspectives on: (1) COVID-19 pandemic learning impacts for kindergartners from low-income households;and (2) Factors that mitigated or exacerbated impacts on learning. We conducted a qualitative study with 22 mothers of low-income households in the United States who had kindergarten-age children. Through in-depth, semi-structured interviews, mothers reflected on their experiences during the 2020–21 school year. We used an iterative approach for developing and revising codes and themes emerging from the transcribed interview data until we reached thematic saturation. Many mothers noted negative learning impacts, but some noted positive impacts that they attributed to active parental engagement in their child’s learning. Mothers described several family-level and school-level supports and barriers to their child’s learning. Fewer mothers described supports and barriers pertaining to their social circle or their larger community. The most commonly reported supports included: economic and social supports that allowed the time and financial means to engage actively in their child’s learning, mental health supports to strengthen family functioning, and regular, timely, and open home-school communication. © The Author(s) 2025.

关键词： COVID-19 pandemic Home learning environment Kindergarten Parents' experiences Qualitative

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Issue 45/1

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Journal of School Psychology 2007年第3期45卷 267-268页

作者： Pianta, Robert C. Center for Advanced Study of Teaching and Learning University of Virginia United States

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How Changes in the DSM-5 Will Likely Affect Professionals Working with Youth with Mood Disorders and/or Substance Abuse

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Beyond Behavior 2015年第2期24卷 14-19页

作者： Hasbrouck, Sadie Phillips, Krishtine Downer, Jason Center for Advanced Study of Teaching and Learning University of Virginia Charlottesville VA United States

The article discusses the effects of the changes to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) to healthcare professionals in the U.S. working with young people with disruptive mood dysregulation disorder (DMDD) and substance use disorders (SUDs). It states that the diagnosis and treatment of SUD will become simpler. It mentions that it will provide greater precision in identifying and working with children with special needs.

关键词： MEDICAL personnel -- United States SUBSTANCE-induced disorders DIAGNOSIS CHILD mental health UNITED States -- Social conditions -- 21st century

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Social relationships and school readiness

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Early Education and Development 2006年第1期17卷 151-176页

作者： Mashburn, Andrew J. Pianta, Robert C. Center for Advanced Study of Teaching and Learning University of Virginia United States Center for Advanced Study of Teaching and Learning University of Virginia Charlottesville VA 22908-0784 P.O. Box 800784 United States

Definitions of school readiness tend to focus on social and academic competencies that children are presumed to need to start school ready to learn. However, a child-focused definition of school readiness is limited because it neither identifies processes that lead children to acquire these competencies, nor does it recognize children's dependence on opportunities within settings that support development of these competencies. The model of school readiness presented in this article broadly defines school readiness as a function of an organized system of interactions and transactions among people (children, teachers, parents, and other caregivers), settings (home, school, and child care), and institutions (communities, neighborhoods, and governments). We propose that the primary mechanisms through which children acquire readiness-related competencies are social relationships children form with peers, parents, and teachers. This perspective on school readiness, emphasizing the mediating role of relational processes, offers guidance for designing interventions to improve school readiness through strengthening relationships between parents and children, parents and teachers, and teachers and children. Copyright © 2006, Lawrence Erlbaum Associates, Inc.

关键词： School Readiness Interpersonal Relationship Young Children Interaction Environmental Influences Social Development Intervention Parent Child Relationship Teacher Student Relationship Peer Relationship Parent Teacher Cooperation

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Board 260: Educational Contexts that Support Student Motivation Lead to Better Academic Outcomes in STEM: The Role of Mathematics Instructors in Student Motivation

Board 260: Educational Contexts that Support Student Motivat...

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2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023

作者： Hulleman, Chris S. Totonchi, Delaram A. Davis, Joshua Francis, Michelle Huelskoetter, Emma Tibbetts, Yoi Center for Advanced Study of Teaching and Learning University of Virginia United States

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Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Prekindergarten Programs

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NHSA Dialog 2011年第4期14卷 189-212页

作者： Downer, Jason T. Pianta, Robert C. Fan, Xitao Hamre, Bridget K. Mashburn, Andrew Justice, Laura Center for Advanced Study of Teaching and Learning University of Virginia United States Faculty of Education University of Macau Macao Ohio State University School of Teaching and Learning United States

As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity building in early childhood education. In this article, we describe results from an evaluation of the effects of MyteachingPartner, a web-based system of professional development, on language and literacy development during prekindergarten for 1,338 children in 161 teachers' classrooms. High levels of support for teachers' implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children's literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs. © 2011 Taylor and Francis Group, LLC.

关键词： early childhood education emergent literacy in-service training language development professional development

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Encouraging peer interactions in preschool classrooms: The role of the teacher

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Young Exceptional Children 2011年第1期14卷 17-28页

作者： Stanton-Chapman, Tina L. Hadden, D. Sarah Curry School of Education University of Virginia United States Center for Advanced Study of Teaching and Learning University of Virginia United States

A new school year is just around the corner, and Ms. Annie is doing her usual preparations. She is setting up her classroom and planning the different activities that she will do with her children. As a veteran teacher, Ms. Annie knows how to provide an appropriate and stimulating environment that will promote the children's growth and development. Most years, she does not worry about how things will go when preschool starts. This year, however, is a bit different. During her home visits, she met Lizzy, an extremely shy and withdrawn child. Ms. Annie learned that Lizzy has good language skills but tends to sit back and watch other children rather than play with them. Lizzy's parents told her that one of their goals for Lizzy was to have her engage in more social interaction with her peers. Ms. Annie knows that planning interesting activities and limiting the number of children who can play in an area at a given time can go a long way to ensuring that children interact with one another, but she is not sure that this will be enough for Lizzy. Ms. Annie is a little nervous for school to start. © 2011 Division for Early Childhood.

关键词： Play Home Visits Peer Relationship Interaction Language Skills Preschool Children Teacher Role Preschool Teachers Creativity Skill Development Disabilities Student Needs Guides teaching Methods Interpersonal Competence Interpersonal Communication

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teaching students to “think like economists” as democratic citizenship preparation

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Journal of Social Studies Research 2019年第4期43卷 405-419页

作者： Ayers, Cheryl A. Center for Economic Education Blacksburg VA United States Center for Advanced Study of Teaching and Learning University of Virginia Charlottesville VA United States

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