|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|353679||618936||2016||10 صفحه PDF||سفارش دهید||دانلود رایگان|
• We study if aspects of the preschool classroom predict special education referral.
• We also study if this association was moderated by cumulative demographic risk.
• Conflict in teacher–child relationships related to higher rates of referral.
• Associations are not moderated by cumulative demographic risk.
• Implications include practical training for teachers in building relationships.
There is a growing body of research demonstrating the association between high quality preschool and improved child outcomes; however, few studies have considered special education referral as a child outcome. This study examined whether four specific aspects of the preschool classroom experience (child engagement, global classroom interaction quality, closeness and conflict in teacher–child relationships) predicted special education referral in early elementary school. Participants were 959 preschoolers in 240 classrooms across 6 states. Of the four aspects of the preschool experience explored, higher levels of conflict in the preschool teacher–child relationship related to greater special education referral in elementary school. Associations between aspects of the preschool classroom experience and special education referral were not moderated by demographic risk. These results imply that relationships play a key role in a child’s preschool experience and reasons for potential conflict in teacher–child relationships should be more closely examined.
Journal: Early Childhood Research Quarterly - Volume 36, 3rd Quarter 2016, Pages 452–461