Pre-K Attendance and Social and Behavioral Development: Moderation by Kindergarten Teachers’ Beliefs and Perceptions

• In Event: Friday Roundtable Session 3:05 pm
  In Roundtable Session: Predictors and Moderators for Preschool Children's Social Emotional Development (Table 4)

Abstract

Nationally representative data were used to examine the associations between pre-K attendance and children’s (N = 6,545) social and behavioral development during the elementary school years and the moderating role of kindergarten teachers’ beliefs and perceptions. Results from three-level piecewise regression models revealed that pre-K attenders, in comparison with nonattenders, exhibited less optimal self-control and interpersonal skills, along with more externalizing problems after entering kindergarten. These differences persisted through the spring of G5 (grade 5). We found no consistent moderating effects of kindergarten teachers’ beliefs and perceptions, with one exception: teachers’ classroom management efficacy appeared to help mitigate the pre-K associated differences in the growth rate of inhibitory control and attentional focus during kindergarten and G1 (grade 1).

Authors

• Qingqing Yang, University at Albany - SUNY

• Kelly Purtell, The Ohio State University

• Arya Ansari, The Ohio State University