Lauren Wessel September 17, 2008 Lauren Wessel September 16, 2008.
Lauren Scarola Department of Applied Psychology
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Transcript of Lauren Scarola Department of Applied Psychology
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Caregiver and Teacher Use of Evaluation and the Development of Latino
Preschoolers’ Socio-Emotional Skills
Lauren ScarolaDepartment of Applied
Psychology
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Acknowledgements
Dr. Gigliana Melzi
Dr. Adina Schick
The LFIP Research Team
The Undergraduate Department of Applied Psychology Grant for Student Research
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Entering Formal Schooling Environments
For preschoolers to adjust successfully to the demands of formal schooling, school readiness skills must be developed.
Unfortunately, 35% of children do not enter kindergarten with the necessary skills.
The largest percentage of children who are at risk for experiencing these difficulties are Latino.
Academic Skills
Non- Academic
SkillsLack of school
readiness skills
Difficulty adapting to
kindergarten
Pattern of school failure
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Latino Preschoolers
Latinos are the fastest growing immigrant community in the United States.
Latino children enter kindergarten with less developed academic school readiness skills.
Less is known about non-academic school readiness skills.
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High Levels of Regulatory Skills
Emotional & Behavioral Regulation
High levels of behavioral and emotional regulation are crucial for success in kindergarten environments.
• High tolerance for frustration
• Management of behaviors and impulses
• Easy adjustment to new situations
Advanced Learning Behaviors
• Listening attentively
• Following directions
• Patience in classroom activities
Higher Academic Achievement
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Low Levels of Regulatory Skills
Emotional & Behavioral Regulation
High levels of behavioral and emotional regulation are crucial for success in kindergarten environments.
• Difficulty focusing
• Defiance
• Poor behavioral controlMaladaptive Learning Behaviors
• Emotional outbursts
• Tantrums
• Calling OutLower Academic Achievement
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Socio-Emotional Competence
Behavioral &
Emotional Regulation
Academic Achieveme
nt
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Socio-Emotional Competence
Behavioral &
Emotional Regulation
Everyday Conversati
on in Various
Contexts
Socio-Emotional Competen
ce
Academic Achieveme
nt
Everyday conversations occur in numerous contexts including:
Peer interactions
Play groups
Caregiver modeling
Conversations with caregivers
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Narratives as a Conversational Context
Narrative sharing has been linked to non- academic aspects of school readiness including:
Self-concept
Understanding of theory of mind
Emotional competence
Evaluation in narratives is particularly important for development of socio-emotional competence.
• Evaluation is a narrator’s provision of subjective information that goes beyond basic referential information and calls attention to details the narrator deems important.
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The dog fell out the window with a jar on his head.
The boy watched him from his window.
Referential Information
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The silly dog jumped out the window with a jar on his head. “Oh no”!
The boy watched him from his window.
He was worried the dog would get hurt.
Evaluative Information
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The Preschool Context
Extant research examining the relation between narrative evaluation and socio-emotional skills has focused on the home context.
Preschools are an important, yet overlooked context for children's development of socio-emotional skills.
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Research Objectives & Questions
Narrative Evaluation
Narrative Evaluation
Caregivers
Teachers
Caregivers’ Narrative Evaluation
Teachers’ Narrative Evaluation
Children’sSocio-
Emotional Skills
Children’sSocio-
Emotional Skills
End of first year of Head Start
End of second year of Head Start
The present study examined the relation between caregiver and teacher use of evaluation during a book sharing interaction and children’s socio-emotional skills across the two Head Start years.
Three main questions guided the present study:
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Children (N = 40)
40 Latino children (20 girls; 20 boys) their caregivers and Head Start teachers participated in the study.
Children were on average 43 months old (SD = 2.71).
53% of children spoke Spanish and 47% spoke English.
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Caregivers (N = 40)
Caregivers ranged in age from 21 to 59 years (M = 29, SD = 7.52).
Caregivers’ age of immigration was 12 years old (SD = 10.53).
45%35 %
8%
12%
Mexico United States
Dominican Republic Other
No Formal SchoolingLess than High SchoolHigh School or GEDMore than High School
27%
43%
20%
10%
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Teachers (N = 11)
82%
9%
9%
Latino Black White
Teachers ranged in age from 31 to 71 years (M = 48.83, SD = 10.92).
Teachers’ age of immigration was 7 years old (SD = 11.18).
25% of teachers earned a bachelors level degree and 75% earned a masters level degree or higher.
Head Start instructors worked as lead teacher for an average of 12 years (SD = 7.02).
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Caregivers and teachers were asked to share a wordless picture book about a boy, a dog and his frog used in narrative research.Fall 2009 Spring 2010 Spring 2011
Procedure & Measures
Children’s caregivers
Children’s teachers
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Fall 2009 Spring 2010 Spring 2011
Procedure & Measures
Children’s non-academic school readiness were assessed by teachers and investigators using two measures.
Preschool Learning Behaviors Scale (PLBS; McDermott, Green, Francis & Sttott, 2002) α = .93
Assessor's Report from The Preschool Self Regulation Assessment (PSRA; Raver et al, 2011) α = .96
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Fall 2009 Spring 2010
Procedure & Measures
Preschool Learning Behaviors Scale(PLBS; McDermott, Green, Francis & Sttott, 2002; α = .93)
Assessor's Report from The Preschool Self Regulation Assessment (PSRA; Raver et al, 2011; α = .96)
Children’s non- academic skills were assessed using the same measures as in Spring 2010, with an additional measure of effortful control. Spring 2011
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Procedure & Measures
Preschool Learning Behaviors Scale(PLBS; McDermott, Green, Francis & Sttott, 2002;α = .93)
Assessor's Report from The Preschool Self Regulation Assessment (PSRA; Raver et al, 2011; α = .96)
Children’s non- academic skills were assessed using the same measures as in Spring 2010, with an additional measure of effortful control.Spring 2011 The Preschool Self Regulation Assessment:
Snack Delay (PSRA; Raver et al, 2011;α = .93)
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Other
Emotion
Intention
Story World Evaluation
Narrative Evaluation
Real World Evaluation
Conjecture
Coding of Narrative Evaluation
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Research Question 1:
How do caregivers and teachers use evaluation in their narrations of wordless
picture books?
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Caregiver & Teacher Use of Evaluation
Tota
l Use
of E
valu
atio
n
Stor
y W
orld
Eva
luat
ion
Real W
orld
Eva
luat
ion
0
20
40
60
80
100Caregivers Teachers
Inst
ance
s of
Evalu
ati
on
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Caregiver & Teacher Use of Evaluation
0
2
4
6
8
10
12
14
16
18
20
Caregivers Teachers
Insta
nces o
f Evalu
ati
on * t(38) = -2.03 p <
.05t(38) = -2.79 p < .05
*
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Research Question 2:
How does caregivers’ and teachers’ use of evaluation predict children’s socio-
emotional skills in Year 1?
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YR 1: Demographics & Socio-Emotional Outcomes
Child’s Language
Caregiver’sAge of
Immigration
Teacher’sAge of
Immigration
Teacher’s Age
PLBS Motivation -.33* .40* -.33* .08
PLBS Persistence -.35* .44** -.41 .23
PLBS Attitude -.41** .42** -.42** .07
PLBS Total -.39* .47** -.37* .13
Attention Control -.34* .39* .05 .14
Positive Emotion .01 .10 .17 -.32**p < .05, **p < .005
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YR 1: Evaluation & Socio-Emotional Outcomes
Caregivers’ Story World Evaluation
Caregivers’ Real World Evaluation
Teachers’ Story World Evaluation
Teachers’ Real World Evaluation
PLBS Motivation
.37* .23 -.13 .01
PLBS Persistence
.27 .12 -.07 -.16
PLBS Attitude .28 .16 .01 -.18
PLBS Total .35* .21 .05 .10
Attention Control
.40* .13 .23 .35*
Positive Emotion
.10 .34 -.02 .05*p < .05
(B = .11, p < .05, ∆R2 = .10), (B = .21, p < .05, ∆R2 = .09)
(B = .19, p < .05, ∆R2 = .13 )(B = .54, p < .05, ∆R2 = .16)
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Research Question 3:
How does caregivers’ and teachers’ use of evaluation predict children’s socio-
emotional skills in Year 2?
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YR 2: Demographics & Socio-Emotional Outcomes
Child’s Gender
Child’s Language
Caregivers’ Age of
Immigration
People in Home
Teachers’ Age
PLBS Motivation .46** -.34* .33* .18 .27
PLBS Persistence
.40* -.39* .40** .30 .31*
PLBS Attitude .39* -.39** .48** .29 .34*
PLBS Total .43** -.40* .41** .26 .31
Attention Control
.04 .29 -.09 .28 -.48**
Positive Emotion
.11 -.29 .29 -.49** .06
Snack Delay -.04 -.15 .07 .27 .32**p < .05, **p < .005
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YR 2: Evaluation & Socio-Emotional Outcomes
Caregivers’ Story World
Evaluation
Caregivers’ Real World Evaluation
Teachers’ Story World
Evaluation
Teachers’ Real World Evaluation
PLBS Motivation
.09 .06 .30 .01
PLBS Persistence
.10 .03 .27 .21
PLBS Attitude .08 -.02 .19 .07
PLBS Total .09 .02 .28 .16
Attention Control
.14 .26 -.11 -.05
Positive Emotion
.20 -.01 .10 .08
Snack Delay .14 -.21 .32* .21*p < .05
(B = .01, p < .05, R2 = .11 )
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Summary of Results & Discussion
Teachers used more total and story world evaluation than caregivers.
For the first year of Head Start, caregivers’ story world evaluation was predictive of children’s positive learning behaviors and self regulatory skills.
Supports previous research on narrative sharing between caregiver and child.
For the first year of Head Start, teachers’ real world evaluation was also predictive of children’s self regulatory skills.
Suggests that there is a combined contribution from home and school.
For the second year of Head Start, teachers’ story world evaluation was predictive of children’s self regulatory skills.
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Conclusions & Future Directions
The present study served as an important first step in identifying the importance of independent and joint influences of home and school discourse practices on children’s development of non-academic school readiness skills.
Further examination of various home and classroom discourse practices is needed, especially as these relate preschool children’s development of socio-emotional competencies.
Future research should also explore other factors that might be related to Latino children’s non-academic school readiness skills.
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Questions?
Thank You!