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Multigrade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socioemotional Development
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Ansari, Arya – Infant and Child Development, 2017
Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (n = 11,000), this study examined the developmental outcomes of 5-year-old children in multigrade classrooms (combined prekindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with those of 5-year-olds attending kindergarten-only…
Descriptors: Social Development, Emotional Development, Multigraded Classes, Executive Function
Multi-Grade Kindergarten Classrooms and Children's Academic Achievement, Executive Function, and Socio-Emotional Development
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Ansari, Arya – Grantee Submission, 2017
Using data from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 (ECLS-K: 2011; n = 11,000), this study examined the developmental outcomes of 5-year-old children in multi-grade classrooms (combined pre-kindergarten and kindergarten classrooms serving 3-, 4-, and 5-year-olds) compared with 5-year-olds attending…
Descriptors: Social Development, Emotional Development, Multigraded Classes, Executive Function
The Classroom Relational Environment and Children's Early Development in Preschool
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Nguyen, Tutrang; Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik – Grantee Submission, 2020
The present study considered the ways in which interactional quality in the classroom and teacher--child relationships independently and synergistically shaped the early academic, social-behavioral, and executive function outcomes of 1,498 preschoolers from low-income families from a large, culturally, and linguistically diverse county. The…
Descriptors: Preschool Children, Preschool Education, Child Development, Interaction