Pakarinen Eija, Kiuru Noona & Lerkkanen Marja-Kristina et al. (2011). Â« Instructional support predicts children's task avoidance in kindergarten Â». Early Childhood Research Quarterly, vol. 26, nÂ° 3, juillet, p. 376–386. ISSN 08852006. En ligne : <http://linkinghub.elsev ... e/pii/S088520061000089X>.
Added by: Feyfant Annie (15 Nov 2012 16:18:01 Europe/Paris)
|Resource type: Journal Article
ID no. (ISBN etc.): 08852006
BibTeX citation key: Pakarinen2011
Subcategories: RĂ©ussite Ă©ducative
Keywords: Ă©vitement scolaire
Creators: Ahonen, Kiuru, Lerkkanen, Nurmi, Pakarinen, Poikkeus
Collection: Early Childhood Research Quarterly
Views index: 28%
Popularity index: 7%
|URLs http://linkinghub. ... /S088520061000089X|
This study examined the role of observed classroom quality in childrenâ€™s task-avoidant behavior and math skills in kindergarten. To investigate this, 1268 children were tested twice on their math skills during their kindergarten year. Kindergarten teachers (N=137) filled in questionnaires measuring their professional experience and also rated the children on their task-avoidant versus task-focused behaviors. Trained observers used the CLASS instrument (Pianta, La Paro,\&Hamre, 2008) to observe 49 kindergarten teachers (out of 137) on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that kindergarten classrooms differed in terms of childrenâ€™s task-avoidant behavior and math skills. Moreover, the more instructional support was evidenced in the classroom, the less children were rated as showing task-avoidant behavior. Task-avoidant behavior then predicted childrenâ€™s low levels ofmathskills. The findings of the present study emphasize the importance of quality of instructional support for childrenâ€™s adaptive classroom behaviors.
Added by: Feyfant Annie