Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom

By S. Rimm-Kaufman, Diane M. Early, M. Cox, G. Saluja, Robert C. Pianta, R. Bradley, Chris C. Payne. 2002

244 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/41a13c2c96db416b92f0526a5997c242df96bd3a

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, background): “Some researchers have suggested that due to their ‘‘meek nature’’ shy children may easily become ‘‘invisible’’ to teachers (Evans, 2001; Keogh, 2003; Rimm-Kaufman et al., 2002; RimmKaufman & Kagan, 2005; Rudasill & Rimm-Kaufman, 2009).”
Social Withdrawal in Childhood (2009, unknown): “It has been well documented that shy-withdrawn children speak less frequently than their peers to both children and adults in the classroom environment (Asendorf & Meier, 1993; Evans, 2001; Evans & Bienert, 1992; Rimm-Kaufman et al., 2002; Rimm-Kaufman & Kagan, 2005).”
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, background): “, 2005), diminished negative behavior (Bru et al., 2002; NICHD, 2002, 2003; Rimm-Kaufman et al., 2002), and academic achievement in the early school years (Hamre & Pianta, 2001).”
Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade (2009, background): “Recent research also tells us that contexts might be differentially associated with development, depending on child attributes (Morrison, Bachman, & Connor, 2005; Rimm-Kaufman et al., 2002; Wachs et al., 2004).”
The contribution of children's self-regulation and classroom quality to children's adaptive behaviors in the kindergarten classroom. (2009, background): “There is some research examining how child attributes and classroom environment combine to contribute to children’s behavior (e.g., Downer, Rimm-Kaufman & Pianta, 2007; Gazelle, 2006; Hamre & Pianta, 2005; Rimm-Kaufman et al., 2002).”
Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool (2006, background): “Forexample,uninhibitedchildrenappear tobemoreaffected thanotherchildren by the sensitivity of their teachers, with teacher sensitivity predicting more self-reliance, more positive affect, and fewer negative and off-task behaviors among socially bold children, but not for their wary counterparts (Rim”
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005, methodology): “…between student characteristics and teacher behaviors that are now beginning to be reported in the literature (e.g., Morrison & Connor, 2002; Rimm-Kaufman et al., 2002) and has resulted in frameworks for describing classroom processes that inform educational research (e.g., Brophy, 2004),…”
Preservice Teachers’ Emotion-Related Regulation and Cognition: Associations With Teachers’ Responses to Children's Emotions in Early Childhood Classrooms (2012, background): “Teacher sensitivity, in turn, has been shown to be a key feature of high-quality teacher–child interactions and has been linked to positive child outcomes (Howes, Hamilton, & Matheson, 1994; Rimm-Kaufman et al., 2002).”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “…Ninio & Snow, 1999; Penno, Wilkinson, & Moore, 2002; Whitehurst et al., 1988) and another body of work highlighting the importance of well-managed, socially rich interactions in classrooms (NICHD ECCRN, 2003; Pianta, 1999; Rimm-Kaufman et al., 2002; Silver, Measelle, Armstrong, & Essex, 2005).”
Behavior Problem Trajectories and First-Grade Cognitive Ability and Achievement Skills: A Latent Growth Curve Analysis (2007, background): “For example, research suggests that teachers often underestimate the intelligence of socially withdrawn children and fail to recognize cognitive competencies of aggressive or disruptive children (Espinosa & Laffey, 2003; Rimm-Kaufman et al., 2002 ).”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, background): “child attributes that place children at risk for reduced engagement in learning and school problems (e.g., Rimm-Kaufman et al., 2002 ).”
The Stresses of a “Brave New World”: Shyness and School Adjustment in Kindergarten (2008, background): “Finally, teachers should remind themselves to be sensitive to shy children’s particular needs (Rimm-Kaufman et al., 2002).”
Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009, background): “These measures successfully captured many features of the elementary classroom related to students’ social and academic development (Hamre & Pianta, 2005; NICHD ECCRN, 2002a, 2004; Pianta et al., 2007; Rimm-Kaufman et al., 2002).”