Associations among preschool classroom climate, children's social interpersonal skills, and early elementary school adjustment in children at-risk for school failure

Chanele Diane Robinson, Purdue University

Abstract

This study investigates the associations among preschool children's social interpersonal skills on their kindergarten adjustment and early elementary grade retention and special education referral, considering the moderating effects of preschool classroom emotional climate. Three hundred twenty five preschool children participated in this study. During the spring of the pre-kindergarten year, children's social interpersonal skills were assessed individually and rated by teachers. In the following years, parents and teachers reported on children's adjustment to kindergarten and children's history of retention and special education referrals. Preschool social interpersonal skills were associated positively with kindergarten adjustment and negatively associated with early elementary school referrals. Additionally, the association between children's social interpersonal skills and kindergarten adjustment differed for children in low-moderate quality classrooms and children in moderate-high quality classrooms. The findings of this study indicate that preschool children's social skills, including navigating social situations and interacting positively with adults and peers, are an important component of children's readiness for and success in school. Implications for early learning standards and teaching practices in early childhood education programs that address children's social-emotional learning and development are discussed.

Degree

Ph.D.

Advisors

Diamond, Purdue University.

Subject Area

Early childhood education

COinS