An examination of the contributions of interactive peer play to salient classroom competencies for urban head start children

By J. Fantuzzo, Yumiko Sekino, H. Cohen. 2004

153 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Student-Teacher Relationships Matter: Moderating Influences Between Temperament and Preschool Social Competence (2009, background): “Successful peer play interactions are associated with increased academic engagement and motivation as well as greater behavioral, social, and academic development (Coolahan et al., 2000; Fantuzzo, Bulotsky-Shearer, Fusco, & McWayne, 2005; Fantuzzo et al., 2004).”
Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children (2007, background): “In addition, Fantuzzo, Sekino, and Cohen (2004) found a strong relationship among task persistence, attention and positive attitude toward learning and self-regulated behavior within the context of social relationships within the classroom.”