Social Relationships and School Readiness

By Andrew J. Mashburn, Robert C. Pianta. 2006

329 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/908f073afc49aebfadfc7873653acde5c7ce35eb

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “In contrast, positive development of SECwill benefit young children in their peer relations, school readiness, and well-being (Fraser & Galinsky, 1997; Halberstadt, Denham, & Dunsmore, 2001; Ladd, Herald, & Kochel, 2006; Mashburn & Pianta, 2006; Moore et al., 2015).”
Banking Time in Head Start: Early Efficacy of an Intervention Designed to Promote Supportive Teacher–Child Relationships (2010, background): “Mashburn and Pianta (2006) proposed that children acquire readiness-related competencies through social relationships with peers, parents, and teachers and highlighted the need to design school readiness interventions that strengthen social relationships.”
“Plays Nice With Others”: Social–Emotional Learning and Academic Success (2010, background): “…SEL and academic success are built upon “an organized system of interactions and transactions among people (children, teachers, parents, and other caregivers), settings (home, school, and child care), and institutions (communities, neighborhoods, and governments)” (Mashburn & Pianta, 2006, p. 151).”
Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development (2015, methodology): “In addition, teachers’ perceptions of teacher–child relationship quality and associations between teacher–child interactions and young children’s self-regulatory skills are largely unexplored in infant/toddler child care research (Blair, Berry, & Friedman, 2012; Mashburn & Pianta, 2010).”
Relationships Between Teachers and Preschoolers Who Are At Risk: Contribution of Children's Language Skills, Temperamentally Based Attributes, and Gender (2008, background): “Likewise, current theoretical perspectives emphasize the need to view school readiness through a developmental systems perspective that “highlights the central role of social relationships” to children’s preparedness (Mashburn & Pianta, 2006, p. 152).”
Pre-kindergarten teachers’ use of transition practices and children's adjustment to kindergarten (2008, neutral): “These recent models of school readiness emphasize the dynamic nature of relational and informational linkages that provide a web of support for children during a time of immense change (Belsky & MacKinnon, 1994; Downer, Driscoll, & Pianta, 2006; Mashburn & Pianta, 2006; Shonkoff & Phillips, 2000).”
Patterns of Early Reading and Social Skills Associated With Academic Success in Elementary School (2014, background): “Many of these theorists place effective social interactions (i.e., social competence) with peers and adults at the center of their models (Denham & Brown, 2010; Eisenberg, Valiente, & Eggum, 2010; Ladd et al., 2006; Mashburn & Pianta, 2006).”
Recent trends in research on teacher–child relationships (2012, background): “Lastly, dependency refers to the extent in which the child displays clinginess or possessiveness with the teacher (Mashburn & Pianta, 2006).”
Measuring the Quality of Teacher–Child Interactions in Toddler Child Care (2009, background): “…on characteristics of teacher sensitivity and emotional support and does not include important aspects of teacher–child interactions such as behavior guidance and the facilitation of language development (de Jong & Leseman, 2001; Gerber, Whitebook, & Weinstein, 2007; Mashburn & Pianta, 2006).”