The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes

By Robert C. Pianta, Karen M. La Paro, Chris C. Payne, M. Cox, R. Bradley. The Elementary school journal, 2002

726 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b21bc4c5e6011f42880696fa750cec86f93c7957

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Citations in the corpus

A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, result): “The present study contributes to the literature by showing that the domains suggested by the CLASS authors (e.g., Hamre et al., 2007; Pianta et al., 2008) are universal and that the CLASS instrument can be used reliably in cultural contexts other than the United States.”
Quality in Kindergarten Classrooms: Observational Evidence for the Need to Increase Children's Learning Opportunities in Early Education Classrooms (2009, background): “Findings on predictors of quality in kindergarten classrooms are similar to those for state-funded pre-K programs (Bryant et al., 1991; NICHD ECCRN, 2002b; Pianta et al., 2002).”
The Classroom Assessment Scoring System: Findings from the Prekindergarten Year (2004, background): “more important factors in predicting quality than are teachers' education or credentials (Pianta et al., 2002).”
Task-related interactions between kindergarten children and their teachers: the role of emotional security. (2008, background): “, 2006; Murray & Greenberg, 2000; Skinner & Belmont, 1993), and independent observations of teacher–child interactions (Pianta et al., 2002; Rimm Kaufman et al., 2002).”
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005, background): “From a somewhat different theoretical perspective, teachers’ emotional support directly provides students with experiences that foster motivational and learning-related processes important to academic functioning (Crosnoe, Johnson, & Elder, 2004; Greenberg et al., 2003; Gregory & Weinstein, 2004; Pi”
Predicting School Adjustment in Early Elementary School: Impact of Teacher‐Child Relationship Quality and Relational Classroom Climate (2009, background): “Concerning the classroom context, it has been shown that some structural features, such as the ratio of children to adults, predict the emotional quality of contacts with students (NICHD ECCRN, 2002; Pianta et al., 2002).”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, result): “Our findings are in line with previous studies showing links between higher classroom organization quality and higher achievement and engagement (Cameron et al., 2008; Pianta et al., 2002; Rimm-Kaufman et al., 2005, 2009).”
Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction (2008, background): “Research evidence suggests that children learn more in classroom environments characterized by skillful combinations of explicit instruction, sensitive and warm interactions, responsive feedback, and verbal engagement/stimulation intentionally directed to ensure children's learning while embedding t”