ABSTRACT

Research Findings: Peer play interactions are important contexts for supporting early learning both at home and at school for preschool children from low-income backgrounds. The current study used structural equation modeling to examine whether teacher-reported learning behaviors in the classroom mediated the relationship between parent-reported peer play skills in the home and direct assessments of language, literacy, and mathematics skills in a diverse sample of 680 Head Start preschoolers across 53 classrooms. Disconnected and disruptive play skills in the home were negatively associated with learning behaviors and language/literacy and mathematics skills. Additionally, learning behaviors mediated the relationship between disruptive play skills in the home and academic skills. Practice or Policy: Implications for strengthening parent teacher partnerships and program-wide interventions are discussed.

摘要

研究结果：同伴游戏互动是支持来自低收入背景的学龄前儿童在家和学校进行早期学习的重要环境。目前的研究使用结构方程模型来检验教师报告的课堂学习行为是否介导了家长报告的家庭同伴游戏技能与对语言、读写能力和数学技能的直接评估之间的关系，在 680 Head Start 的不同样本中53 个教室的学龄前儿童。家庭中不连贯和破坏性的游戏技能与学习行为、语言/识字和数学技能呈负相关。此外，学习行为在家庭破坏性游戏技能和学术技能之间起到中介作用。实践或政策：讨论了加强家长教师伙伴关系和整个计划干预措施的影响。