Influences on children's competence in early childhood classrooms

Abstract

The purpose of the study was to examine the contributions of classroom context (activity settings, teacher behavior, contact with peers and teachers) to children's cognitive and social competence in early childhood classrooms. One-hundred fourteen children (61 girls; M age = 51.7 months) were observed in their early childhood classrooms during free play time. Children's cognitive and social competence were measured by observing their interactions with peers and objects. A preliminary analysis revealed that teacher behavior was negatively related to one child characteristic, cognitive competence, but was unrelated to children's age, sex, or social competence. A multiple regression analysis showed that, when child age and cognitive competence were controlled, children's social competence was positively related to peer contact and teacher involvement and negatively related to teacher contact. Children's cognitive competence was positively related to participation in “high yield” activities and negatively related to teacher contact, with age controlled. These results are discussed in light of current research and theory on classroom practices designed to enhance children's development.