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1-079 - Adult-Child Interactions in Early Childhood Education and Child Outcomes

Thu, March 21, 12:30 to 2:00pm, Baltimore Convention Center, Floor: Level 3, Room 329

Session Type: Paper Symposium

Integrative Statement

The relationship between preschool-aged children and adults (e.g., parents, teachers) in their proximal environments plays a significant role in children’s emotional development, self-regulation, and school outcomes (Pianta, 1997). Indirect benefits of children’s participation in high quality pre-K programs are often found in the ways these programs influence adult behaviors, such as interaction quality and decision-making. Pre-K programs may influence parent-child interactions through direct interventions within programs and through parents’ experiences as part of a preschool community. The importance of adult-child relationships is also evident in ways in which teachers interact with children in classrooms, particularly as children transition to spending more time in school settings than at home (Mashburn & Pianta, 2010).
The four papers in this symposium address the theoretical expectation that pre-K environments influence children’s learning outcomes through the proximal processes that they experience – interactions between parents and children, and teachers and children (Bronfenbrenner & Morris, 2006). The first paper examines the effects of a two-generation intervention that recruits parents for a career training program on children’s Head Start attendance and chronic absenteeism rates. The second paper investigates how parents’ participation in a Head Start-based reading intervention shifts parent-child interaction quality. The third focuses on the socioemotional effects of a professional learning curriculum for pre-K teachers, and how these teacher effects may influence student outcomes. The final paper explores how baseline early childhood classroom quality moderates the impacts of a socioemotional learning intervention on children’s academic outcomes.

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