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Peer reviewedRimm-Kaufman, Sara E.; Pianta, Robert C.; Cox, Martha J. – Early Childhood Research Quarterly, 2000
This study surveyed 3,595 teachers to determine judgments of prevalence and types of problems children present upon entering kindergarten. Up to 46% reported that half their class or more had specific problems in any of several transition areas. Rates of perceived problems were related to school minority composition; district poverty level; and,…
Descriptors: Demography, Ethnicity, Kindergarten Children, Minority Group Children
Direct linkHamre, Bridget K.; Pianta, Robert C. – Child Development, 2005
This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic,…
Descriptors: Grade 1, Kindergarten, High Risk Students, Teacher Student Relationship
Download full textPianta, Robert C.; Cox, Martha J.; Taylor, Lorriane; Early, Diane – NCEDL Spotlight, 1999
Teachers' most common initiatives to help students in their transition to kindergarten signal a negative shift in quality, nature, and depth of contact. Excerpting an article discussing transition practices of kindergarten teachers, this newsletter issue summarizes a study of 3,595 kindergarten teachers. The teachers were asked about their use of…
Descriptors: Day Care, Family Involvement, Kindergarten, Parent School Relationship
Peer reviewedPianta, Robert C.; Nimetz, Sheri L.; Bennett, Elizabeth – Early Childhood Research Quarterly, 1997
A study assessed the unique contribution of teacher-child and parent-child relationships to the prediction of early childhood school outcomes in a high-risk sample of 55 four-year olds. Results suggest that qualities of mother-child interaction are more strongly related to preschool and kindergarten adjustment outcomes than are the qualities of…
Descriptors: Cognitive Development, High Risk Students, Mothers, Outcomes of Education
Walthall, Johanna C.; Konold, Timothy R.; Pianta, Robert C. – Journal of Psychoeducational Assessment, 2005
The Social Skills Rating System (SSRS) provides a multi-rater assessment of child social behaviors that influence the development of social competence and adaptive functioning. This study examined whether the items on the teacher version of the SSRS provide reasonable indicators of the three first-order social skills dimensions proposed by the…
Descriptors: Ethnicity, Factor Structure, Factor Analysis, Interpersonal Competence
Peer reviewedPianta, Robert C.; And Others – Early Education and Development, 1997
Compared children retained in kindergarten with matched samples of age and grade mates, using teacher ratings as an index of their social and academic skills. Found that retained children showed a reduction in behavior problems, specifically acting-out and shy-anxious behaviors, but only slightly increased competence for task orientation across…
Descriptors: Behavior Problems, Child Behavior, Comparative Analysis, Emotional Adjustment
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