Preschool interactive peer play mediates problem behavior and learning for low-income children

https://doi.org/10.1016/j.appdev.2011.09.003Get rights and content

Abstract

The study employed a developmental, ecological, and resiliency framework to examine whether interactive peer play competencies mediated associations between teacher reported problem behavior and learning outcomes for a representative sample of urban low-income children (N = 507 across 46 Head Start classrooms). Structural equation models provided evidence for full mediation, whereby associations between internalizing and externalizing problem behavior and learning outcomes were fully explained through their effects on interactive peer play skills. An alternate model was also tested (whether problem behavior mediated the effects of interactive peer play on spring learning outcomes); however, this alternate model was not supported in these data. A third model testing whether mediation was conditional on child sex was also not supported. Implications for developmental theory, research, and practice are discussed as they relate to opportunities to build on children's strengths and promote learning within early childhood educational programs serving children living in urban poverty.

Highlights

► Models tested whether interactive peer playmediated problem behavior and learning. ► Participants included 507 Head Start children across 46 classrooms. ► Models provided evidence for full mediation. ► Early problem behavior and learning outcomes were fully mediated by peer play. ► Mediation of these associations was the same for boys and girls.

Section snippets

Developmental ecological and resiliency framework to guide inquiry

The developmental ecological model provides a useful framework for examining low-income children's problem behavior and interactive peer play experiences within proximal contexts that support children's learning. This model recognizes: (a) the influence of proximal contexts such as the preschool classroom on children's adaptive and problem behavior (Bronfenbrenner & Morris, 1998); and (b) the dynamic transactions between the demands of proximal contexts (such as social interactions with peers)

Preschool problem behavior and learning

Substantial research provides evidence that classroom problem behavior negatively influences children's ability to engage in positive peer interactions (Bulotsky-Shearer et al., 2010, Fantuzzo, 2003, Fantuzzo, 2005, Merrell, 1995) and to develop behaviors that are conducive to learning (Domínguez Escalón and Greenfield, 2009, Fantuzzo, 2005, McWayne and Cheung, 2009, Normandeau and Guay, 1998). Classroom problem behavior has been associated with academic difficulties in mathematics and literacy

Preschool interactive peer play skills and learning

Interactive peer play skills are conceptualized as strength-based, prosocial behaviors that promote positive engagement in peer interactions such as initiative, problem solving, helping other children, and showing creativity during play (Fantuzzo, Coolahan, Mendez, McDermott, & Sutton-Smith, 1998). Positive peer play interactions are seen as naturally occurring opportunities within the preschool classroom and mechanisms through which early skills in the cognitive domain can be supported,

Identifying mechanisms: Classroom problem behavior and early learning

The literature reviewed provides evidence to suggest direct associations between (a) preschool externalizing and internalizing problem behavior and learning outcomes; and (b) interactive peer play skills and learning outcomes. However, still unclear are the mechanisms through which problem behavior influences learning within the preschool classroom. A series of studies suggest that there may be domain-general skills (such as approaches to learning and social competence) through which problem

Moderating effects of sex

Developmental research suggests that it may be important to consider whether associations among problem behavior, interactive peer play skills, and learning outcomes, depend on children's sex. Preschool studies document differences in these constructs, with girls rated as displaying less problem behavior, more interactive peer play skills, and higher language skills than boys (Bulotsky-Shearer et al., 2010, Chen, 2010, Coolahan et al., 2000, Qi et al., 2006). These differences may be due to

The current study

The purpose of the present study was to extend previous research by examining the following research questions within a structural equation modeling framework, for a large representative sample of Head Start children: (a) Do preschool interactive peer play competencies mediate associations between early externalizing and internalizing problem behavior and learning outcomes? (b) Is the mediating mechanism different for boys and girls? We employed assessments of interactive peer play skills and

Participants

Participants included 507 children across 46 classrooms enrolled in a large urban school district Head Start program in the northeast who were representative of the entire program. Participating classrooms were involved in a district-wide initiative to improve the quality of assessments within the Head Start program and were randomly selected to be representative of the six geographic clusters in the school district. All teachers who were invited agreed to participate in the study. At the time

Descriptive statistics

To ensure data were normally distributed, all variables were examined for outliers, homoscedasticity, and kurtosis. No assumptions were found to be violated. Descriptive statistics, including means and standard deviations of all variables, are provided in Table 1. Bivariate correlations between all variables are shown in Table 2. Bivariate correlations among exogenous latent and observed variables can be found in Table 3.

Children who receive T scores on the ASPI equal to or greater than 65

Discussion

The present study advances the knowledgebase by examining whether preschool interactive peer play skills mediated associations between early classroom externalizing and internalizing problem behavior and learning outcomes for low-income children. Guided by a developmental, ecological, and resiliency framework, the study identified an important mechanism (interactive peer play skills) through which early problem behavior affected learning in Head Start classrooms. We employed a rigorous

References (125)

  • K.A. Bollen et al.

    Testing structural equation models

    (1993)
  • U. Bronfenbrenner et al.

    The ecology of developmental processes

  • M.W. Browne et al.

    Alternative ways of assessing model fit

    Sociological Methods Research

    (1992)
  • K.L. Bub et al.

    Behavior problem trajectories and first-grade cognitive ability and achievement skills: A latent growth curve analysis

    Journal of Educational Psychology

    (2007)
  • R.J. Bulotsky-Shearer et al.

    Relations between behavior problems in classroom social and learning situations and peer social competence in Head Start and kindergarten

    Journal of Emotional and Behavioral Disorders

    (2010)
  • R. Bulotsky-Shearer et al.

    Adjustment Scales for Preschool Intervention: Extending validity and relevance across multiple perspectives

    Psychology in the Schools

    (2004)
  • R. Bulotsky-Shearer et al.

    An investigation of classroom situational dimensions of emotional and behavioral adjustment and cognitive and social outcomes for Head Start children

    Developmental Psychology

    (2008)
  • C.E. Cameron Ponitz et al.

    Touch your toes! Developing a direct measure of behavioral regulation in early childhood

    Early Childhood Research Quarterly

    (2008)
  • S.B. Campbell

    Behavior problems in preschool children: A review of recent research

    Journal of Child Psychology and Psychiatry, and Allied Disciplines

    (1995)
  • S.B. Campbell

    Behavior problems in preschool children: Clinical and developmental issues

    (2002)
  • S.B. Campbell et al.

    Early externalizing behavior problems: Toddlers and preschoolers at risk for later maladjustment

    Development and Psychopathology

    (2000)
  • J.J. Chen

    Gender differences in externalizing problems among preschool children: Implications for early childhood educators

    Early Child Development and Care

    (2010)
  • D. Cicchetti et al.

    An ecological–transactional model of child maltreatment

  • J.S. Cohen et al.

    Emotion regulation, language ability, and the stability of preschool children's peer play behavior

    Early Education & Development

    (2009)
  • D.A. Cole et al.

    Testing mediational models with longitudinal data: Questions and tips in the use of structural equation modeling

    Journal of Abnormal Psychology

    (2003)
  • K. Coolahan et al.

    Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct

    Journal of Educational Psychology

    (2000)
  • R.J. Coplan et al.

    Peer interactions and play in early childhood

  • K.A. Dodge et al.

    Social competence in children

    Monographs of the Society for Research in Child Development

    (1986)
  • X. Domínguez Escalón et al.

    Learning behaviors mediating the relationship between behavior problems and academic outcomes

    NHSA Dialog

    (2009)
  • X. Domínguez et al.

    A longitudinal examination of young children's learning behavior: Child-level and classroom-level predictors of change throughout the preschool year

    School Psychology Review

    (2010)
  • Dominguez, X., Vitiello, V., Fuccillo, J., Greenfield, D., & Bulotsky-Shearer, R. J. (2011). The role of context in...
  • N. Eisenberg et al.

    The relations of regulation and emotionality to children's externalizing and internalizing problem behavior

    Child Development

    (2001)
  • N. Eisenberg et al.

    The relations of emotionality and regulation to preschoolers’ social skills and sociometric status

    Child Development

    (1993)
  • N. Eisenberg et al.

    Contemporaneous and longitudinal prediction of children's social functioning from regulation and emotionality

    Child Development

    (1997)
  • C.K. Enders et al.

    The relative performance of full information maximum likelihood estimation for missing data in structural equation models

    Structural Equation Modeling: A Multidisciplinary Journal

    (2001)
  • R.A. Fabes et al.

    Young children's play qualities in same-, and other-, and mixed sex peer groups

    Child Development

    (2003)
  • Fantuzzo, J. W., Bulotsky, R. J., McDermott, P., Mosca, S., & Lutz, M. N. (2003). A multivariate analysis of emotional...
  • Fantuzzo, J. W., Bulotsky-Shearer, R. J., Fusco, R. A., & McWayne, C. (2005). An investigation of preschool emotional...
  • J.W. Fantuzzo et al.

    Penn Interactive Peer Play Scale: A parent and teacher rating system for young children

  • J. Fantuzzo et al.

    Peer-mediated treatment of socially withdrawn maltreated preschool children: Cultivating natural community resources

    Journal of Clinical Child and Adolescent Psychology

    (2005)
  • Fantuzzo, J., McWayne, C., & Bulotsky, R. J. (2003). Forging strategic partnerships to advance mental health science...
  • J.W. Fantuzzo et al.

    Pursuit of wellness in Head Start: Making beneficial connections for children and families

  • J. Fantuzzo et al.

    An examination of the contribution of interactive peer play to salient classroom competences for urban Head Start children

    Psychology in the Schools

    (2004)
  • Fantuzzo, J. W., Bulotsky-Shearer, R. J., Frye, D. McDermott, P. A., McWayne, C., & Perlman, S. (2007). Investigation...
  • E.G. Feil et al.

    Using different measures, informants, and clinical cut-off points to estimate prevalence of emotional or behavioral disorders in preschoolers: Effects on age, gender, and ethnicity

    Behavioral Disorders

    (2005)
  • K. Fisher et al.

    Playing around in school: Implications for learning and educational policy

  • L. Fox et al.

    The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children

    Young Children

    (2003)
  • K.C. Gallagher et al.

    Supporting peer relationships in early education

  • J. Garbarino

    Raising children in a socially toxic environment

    (1995)
  • Cited by (0)

    View full text