Research Article
Year 2018,
Volume: 3 Issue: 1, 8 - 20, 01.01.2018
Abstract
References
- Anderson, A.R., Christenson, S.L., Sinclair, M.F., & Lehr, C.A. (2004) Check & connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42, 95 – 113. Arda, T. B. (2011). Alter¬natif Düşünme Stratejilerinin Desteklenmesi Programının Okul Öncesi Çocuklarının Sosyal Becerileri Üzerinde Etkililiğinin Değerlendirilme¬si. Yayımlanmış Yuksek Lisans Tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, Okul Oncesi Anabilim Dalı, İzmir: Türkiye Beyazkürk, D. (2005) The Effects of Banking Time Intervention Program On Student - Teacher Relationships During Preschool Period. Unpublished PhD dissertation, Ege University, Izmir Birch, S.H. & Ladd, G.W. (1997) The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35 (1), 61 – 79 Brooks-Gunn, J., & Duncan, G. (1997) The effects of poverty on children. Future of Children, 7(2), 55-71 Conduct Problems Prevention Research Group (1999). Initial impact of the Fast Track prevention trial for conduct problems. II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648-657. Denham, S. A., & Burton, R. (2003). Social and Emotional Prevention and Intervention Programming for Preschoolers. New York: Kluwer Academic/Plenum Publishers. http://dx.doi.org/10.1007/978-1-4615-0055-1 Domitrovich, C.E., Bradshaw, C.P., Greenberg, M.T., Embry, D., Poduska, J., & Ialongo, N. S. (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the Schools, 47(1), 71-88. Domitrovich, C. E., Cortes, R., and Greenberg, M. T. (2007) Improving young children's social and emotional competence: A randomized trial of the Preschool PATHS Program, Journal of Primary Prevention, 28 (2), 67-91 Domitrovich, C. E., Cortes, R., and Greenberg, M. T. (2001) Head Start Competence Scale (Teacher Version), unpublished manuscript, Pennsylvania State University Domitrovich, C. E., Cortes, R., and Greenberg, M. T. (2000) The Teacher Style Rating Scale technical report, unpublished manuscript, Pennsylvania State University Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. A., & Jones, D. (2009). Fostering high-quality teaching with an enriched curriculum and professional development support: The head Start REDI program. American Educational Research Journal, 46(2), 567–597. Domitrovich, C. E., Greenberg, M. T., Kusche, C., &Cortes, R. (1999) Manual for the Preschool PATHS Curriculum. South Deerfield, MA: Channing-Bete Company. Durlak, J.A. (2010). The importance of doing well in whatever you do: A commentary on the special section, "implementation research in early childhood education". Early Childhood Research Quarterly, 25(3), 348-357. Greenberg, M. T., Weisberg, R. P., Utne O'Brien, M., Zins, J. E., Fredericks, L., Resnik, H. & Elias, M. J. (2003) Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning, American Psychologist, 58, 466-474. Greenberg, M. T., Kusche, C. A., Cook, E. T.,& Quamma, J. P. (1995) Promoting emotional competence in school-aged children: The effects of the PATHS Curriculum, Development and Psychopathology, 7, 117-136 Hamre, K.B. and Pianta, R.C. (2001) Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72 (2), 625 – 638 Hemmeter, M., Santos, R., and Ostrosky, M. (2008) Preparing Early Childhood educators to address young children's social-emotional development and challenging behavior: A survey of higher education programs in nine states, Journal of Early Intervention, 30(4), 321-340. Retrieved from http://search.proquest.com/docview/233253075?accountid=13158 Hemmeter, M., L., Ostrosky M., and Fox L., (2006) Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention, School Psychology Review, 35 (4), 583-601. Hennessey, B. A. (2007) Promoting Social Competence in School-aged children: The Effects of the Open Circle Program, Journal of School Psychology, 45, 349-360 Howes, C., Phillips, D.A., and Whitebook, M. (1992) Thresholds of quality: Implications for the social development of children in center–based child care, Child Development, 63, 449 – 460 Howes, C., Shivers, E.M., and Ritchie, S. (2003). Improving social relationships in child care through a researcher–program partnership. Early Education & Development, 15, 57-78. Jennings, P. A. & Greenberg, M. T. (2009) The pro-social classroom. Teacher social and emotional competence in relation to student and classroom outcomes, Review of Education Research, 79 (1), 491-525.doi.10.3102/0034654308325693 Kam, C. M., Greenberg, M., and Kusche, C. (2004) Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in social and psychological adjustment of children in special education, Journal of Emotional & Behavioral Disorders, 12 (2), 66-78. Kam, C. M., Greenberg, M. T., &Walls, C. (2003) Examining the role of implementation quality in school-based prevention using the PATHS Curriculum, Prevention Science, 4 (1), 55-63. Kesner, J. E. and Robinson, M. (2002) Teachers as mandated reporters of child maltreatment: Comparison with legal, medical, and social services reporters, Children and Schools, 24(4), 222-231 Kesner, J. E. (2000) Teacher characteristics and the quality of child–teacher relationships, Journal of School Psychology, 28 (2), 133 – 149 Kruif, Renee E. L., McWilliam, R., Ridley, S., & Wakely, M. (2000) Classification of teachers' interaction behaviors in early childhood classrooms, Early Childhood Research Quarterly, 15(2), 247-268 Kusche, C. A., & Greenberg, M. T. (1994). The PATHS curriculum. Seattle: Developmental Research and Programs. Murray, C. and Greenberg, M.T., (2000). Children’s relationships with teachers and bonds with school: An investigation of patterns and correlates in middle childhood. Journal of School Psychology, 38 (5), pp: 423–445. Murray, C. and Malmgren, K. (2005) Implementing a teacher-student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned, Journal of School Psychology, 43(2), 137-152. Ocak, S. (2010) The Effects of Child - Teacher Relationships on Interpersonal Problem Solving Skills of Children, Infants & Young Children, 23(4), 312-322 Pianta, R. C., & Hamre, B. K. (2001) Students, Teachers, and relationship support: Consultant’s Manuel. U.S.A. Psychological Assessment Resources, Inc. Pianta, R.C. (1998) Enhancing relationships between children and teachers, Washington, DC: American Psychological Association. Pianta, R.C. (1996) Manual and scoring guide for the student–teacher relationship scale. Unpublished Manual Pianta, R.C. (1994). Patterns of relationships between children and kindergarten teachers, Journal of School Psychology, 32, 15 – 32 Reid, J.M., Webster-Stratton, C., and Hammond, M. (2007) Enhancing a Classroom Social Competence and Problem-Solving Curriculum by Offering Parent Training to Families of Moderate- to High-Risk Elementary School Children., Journal of Clinical Child and Adolescent Psychology, 36 (4), 605–620 Sandy, S. V. and Boardman, S. K. (2000) The peaceful kids conflict resolution program, International Journal of Conflict Management, 11(4), 337-357 Shure, M.B (2001) I Can Problem Solve (An Interpersonal Cognitive Problem-solving Program- ICPS, (2nd Ed) Illinois: Research Press Shure, M.B. & Spivack, G. (1982) Interpersonal problem-solving ın young children: a cognitive approach to prevention, American Journal of Community Psychology, 10(3), 341-356 Shure, M.B. & Spivack, G. (1980) Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children, Journal of Applied Developmental Psychology, 1, 29-44 Stipek D. J., & Ryan, R. H. (1997) Economically disadvantaged preschoolers: Ready to learn but further to go, Developmental Psychology, 33(4), 711-723. doi:10.1037/0012-1649.33.4.711 Webster- Stratton, C. (2005) Aggressive in young children services proven to be effective in reducing aggression, In Tremblay RE, Barr RG, Peters RDeV, (eds) Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Center of Excellence for Early Childhood Development; 1-6. Available at: http://www.excellenge-earlychildhood.ca/documents/Webster-StrattonANGxp_rev.pdf. Webster-Stratton, C., Reid, M. J., and Hammond, M. (2004) Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training, Journal of Clinical Child and Adolescent Psychology, 33 (1), 105-124 Webster-Stratton, C. & Reid, M. J. (2002) The Incredible Years classroom management teacher training program: Content, methods, and process, Unpublished manuscript, University of Washington. Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001) Preventing conduct problems, promoting social competence: A parent and teacher training partnership in head start, Journal of Clinical Child Psychology, 30(3), 283-302 Webster-Stratton, C. and Hammond, M. (1998) Conduct Problems and Level of Social Competence in Head Start Children: Prevalence, Pervasiveness, and Associated Risk Factors, Clinical Child and Family Psychology Review, 1(2) Weisberg, R. P. and O’Brien, M.U. (2004) What Works in school-based social and emotional learning programs for positive youth development, ANNALS of the American Academy of Political and Social Science, 591, 86-97
Focusing on Teacher-Children Relationship Perception and Children’s Social Emotional Behaviors - the PATHS Preschool Program
Abstract
The aim of study was to examine the effectiveness of PATHS program on
children’s and teachers’ behaviors by evaluating perceptions of children and
teachers in regard to their relationships with each other. The sample included
129 children (5-6 aged) and 28 teachers in the intervention group and 114
children (5-6 aged) and 30 teachers in the comparison group. The Classroom Atmosphere
Rating Scale, the Teaching Style Rating Scale, Teacher Self Report Assessment,
Head Start Competence Scale, Student–Teacher Relationship Scale-STRS, and
Semi-Structured Play Interview were used to gather data. According to the
results, teachers in PATHS classrooms were observed to be more competent in
terms of quality of the classroom climate though there were no differences
between social-emotional behaviors of children. While teachers’ perceptions
did not yield any differences in regard to their relationships with children,
children in intervention classes described relationships with teachers
significantly more positively than the others.
References
- Anderson, A.R., Christenson, S.L., Sinclair, M.F., & Lehr, C.A. (2004) Check & connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42, 95 – 113. Arda, T. B. (2011). Alter¬natif Düşünme Stratejilerinin Desteklenmesi Programının Okul Öncesi Çocuklarının Sosyal Becerileri Üzerinde Etkililiğinin Değerlendirilme¬si. Yayımlanmış Yuksek Lisans Tezi, Ege Üniversitesi Sosyal Bilimler Enstitüsü, Okul Oncesi Anabilim Dalı, İzmir: Türkiye Beyazkürk, D. (2005) The Effects of Banking Time Intervention Program On Student - Teacher Relationships During Preschool Period. Unpublished PhD dissertation, Ege University, Izmir Birch, S.H. & Ladd, G.W. (1997) The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35 (1), 61 – 79 Brooks-Gunn, J., & Duncan, G. (1997) The effects of poverty on children. Future of Children, 7(2), 55-71 Conduct Problems Prevention Research Group (1999). Initial impact of the Fast Track prevention trial for conduct problems. II. Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648-657. Denham, S. A., & Burton, R. (2003). Social and Emotional Prevention and Intervention Programming for Preschoolers. New York: Kluwer Academic/Plenum Publishers. http://dx.doi.org/10.1007/978-1-4615-0055-1 Domitrovich, C.E., Bradshaw, C.P., Greenberg, M.T., Embry, D., Poduska, J., & Ialongo, N. S. (2010). Integrated models of school-based prevention: Logic and theory. Psychology in the Schools, 47(1), 71-88. Domitrovich, C. E., Cortes, R., and Greenberg, M. T. (2007) Improving young children's social and emotional competence: A randomized trial of the Preschool PATHS Program, Journal of Primary Prevention, 28 (2), 67-91 Domitrovich, C. E., Cortes, R., and Greenberg, M. T. (2001) Head Start Competence Scale (Teacher Version), unpublished manuscript, Pennsylvania State University Domitrovich, C. E., Cortes, R., and Greenberg, M. T. (2000) The Teacher Style Rating Scale technical report, unpublished manuscript, Pennsylvania State University Domitrovich, C. E., Gest, S. D., Gill, S., Bierman, K. L., Welsh, J. A., & Jones, D. (2009). Fostering high-quality teaching with an enriched curriculum and professional development support: The head Start REDI program. American Educational Research Journal, 46(2), 567–597. Domitrovich, C. E., Greenberg, M. T., Kusche, C., &Cortes, R. (1999) Manual for the Preschool PATHS Curriculum. South Deerfield, MA: Channing-Bete Company. Durlak, J.A. (2010). The importance of doing well in whatever you do: A commentary on the special section, "implementation research in early childhood education". Early Childhood Research Quarterly, 25(3), 348-357. Greenberg, M. T., Weisberg, R. P., Utne O'Brien, M., Zins, J. E., Fredericks, L., Resnik, H. & Elias, M. J. (2003) Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning, American Psychologist, 58, 466-474. Greenberg, M. T., Kusche, C. A., Cook, E. T.,& Quamma, J. P. (1995) Promoting emotional competence in school-aged children: The effects of the PATHS Curriculum, Development and Psychopathology, 7, 117-136 Hamre, K.B. and Pianta, R.C. (2001) Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72 (2), 625 – 638 Hemmeter, M., Santos, R., and Ostrosky, M. (2008) Preparing Early Childhood educators to address young children's social-emotional development and challenging behavior: A survey of higher education programs in nine states, Journal of Early Intervention, 30(4), 321-340. Retrieved from http://search.proquest.com/docview/233253075?accountid=13158 Hemmeter, M., L., Ostrosky M., and Fox L., (2006) Social and Emotional Foundations for Early Learning: A Conceptual Model for Intervention, School Psychology Review, 35 (4), 583-601. Hennessey, B. A. (2007) Promoting Social Competence in School-aged children: The Effects of the Open Circle Program, Journal of School Psychology, 45, 349-360 Howes, C., Phillips, D.A., and Whitebook, M. (1992) Thresholds of quality: Implications for the social development of children in center–based child care, Child Development, 63, 449 – 460 Howes, C., Shivers, E.M., and Ritchie, S. (2003). Improving social relationships in child care through a researcher–program partnership. Early Education & Development, 15, 57-78. Jennings, P. A. & Greenberg, M. T. (2009) The pro-social classroom. Teacher social and emotional competence in relation to student and classroom outcomes, Review of Education Research, 79 (1), 491-525.doi.10.3102/0034654308325693 Kam, C. M., Greenberg, M., and Kusche, C. (2004) Sustained effects of the PATHS curriculum on the social and psychological adjustment of children in social and psychological adjustment of children in special education, Journal of Emotional & Behavioral Disorders, 12 (2), 66-78. Kam, C. M., Greenberg, M. T., &Walls, C. (2003) Examining the role of implementation quality in school-based prevention using the PATHS Curriculum, Prevention Science, 4 (1), 55-63. Kesner, J. E. and Robinson, M. (2002) Teachers as mandated reporters of child maltreatment: Comparison with legal, medical, and social services reporters, Children and Schools, 24(4), 222-231 Kesner, J. E. (2000) Teacher characteristics and the quality of child–teacher relationships, Journal of School Psychology, 28 (2), 133 – 149 Kruif, Renee E. L., McWilliam, R., Ridley, S., & Wakely, M. (2000) Classification of teachers' interaction behaviors in early childhood classrooms, Early Childhood Research Quarterly, 15(2), 247-268 Kusche, C. A., & Greenberg, M. T. (1994). The PATHS curriculum. Seattle: Developmental Research and Programs. Murray, C. and Greenberg, M.T., (2000). Children’s relationships with teachers and bonds with school: An investigation of patterns and correlates in middle childhood. Journal of School Psychology, 38 (5), pp: 423–445. Murray, C. and Malmgren, K. (2005) Implementing a teacher-student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned, Journal of School Psychology, 43(2), 137-152. Ocak, S. (2010) The Effects of Child - Teacher Relationships on Interpersonal Problem Solving Skills of Children, Infants & Young Children, 23(4), 312-322 Pianta, R. C., & Hamre, B. K. (2001) Students, Teachers, and relationship support: Consultant’s Manuel. U.S.A. Psychological Assessment Resources, Inc. Pianta, R.C. (1998) Enhancing relationships between children and teachers, Washington, DC: American Psychological Association. Pianta, R.C. (1996) Manual and scoring guide for the student–teacher relationship scale. Unpublished Manual Pianta, R.C. (1994). Patterns of relationships between children and kindergarten teachers, Journal of School Psychology, 32, 15 – 32 Reid, J.M., Webster-Stratton, C., and Hammond, M. (2007) Enhancing a Classroom Social Competence and Problem-Solving Curriculum by Offering Parent Training to Families of Moderate- to High-Risk Elementary School Children., Journal of Clinical Child and Adolescent Psychology, 36 (4), 605–620 Sandy, S. V. and Boardman, S. K. (2000) The peaceful kids conflict resolution program, International Journal of Conflict Management, 11(4), 337-357 Shure, M.B (2001) I Can Problem Solve (An Interpersonal Cognitive Problem-solving Program- ICPS, (2nd Ed) Illinois: Research Press Shure, M.B. & Spivack, G. (1982) Interpersonal problem-solving ın young children: a cognitive approach to prevention, American Journal of Community Psychology, 10(3), 341-356 Shure, M.B. & Spivack, G. (1980) Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children, Journal of Applied Developmental Psychology, 1, 29-44 Stipek D. J., & Ryan, R. H. (1997) Economically disadvantaged preschoolers: Ready to learn but further to go, Developmental Psychology, 33(4), 711-723. doi:10.1037/0012-1649.33.4.711 Webster- Stratton, C. (2005) Aggressive in young children services proven to be effective in reducing aggression, In Tremblay RE, Barr RG, Peters RDeV, (eds) Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Center of Excellence for Early Childhood Development; 1-6. Available at: http://www.excellenge-earlychildhood.ca/documents/Webster-StrattonANGxp_rev.pdf. Webster-Stratton, C., Reid, M. J., and Hammond, M. (2004) Treating children with early-onset conduct problems: Intervention outcomes for parent, child, and teacher training, Journal of Clinical Child and Adolescent Psychology, 33 (1), 105-124 Webster-Stratton, C. & Reid, M. J. (2002) The Incredible Years classroom management teacher training program: Content, methods, and process, Unpublished manuscript, University of Washington. Webster-Stratton, C., Reid, M. J., & Hammond, M. (2001) Preventing conduct problems, promoting social competence: A parent and teacher training partnership in head start, Journal of Clinical Child Psychology, 30(3), 283-302 Webster-Stratton, C. and Hammond, M. (1998) Conduct Problems and Level of Social Competence in Head Start Children: Prevalence, Pervasiveness, and Associated Risk Factors, Clinical Child and Family Psychology Review, 1(2) Weisberg, R. P. and O’Brien, M.U. (2004) What Works in school-based social and emotional learning programs for positive youth development, ANNALS of the American Academy of Political and Social Science, 591, 86-97
There are 1 citations in total.
Details
| Subjects | Studies on Education |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | January 1, 2018 |
| Published in Issue | Year 2018 Volume: 3 Issue: 1 |
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