Typical classroom experiences in first grade: The role of classroom climate and functional risk in the development of social competencies
In this study we examined the relation between children’s social competence and their first‐grade classroom environment. Drawing from data from the NICHD Study of Early Child Care and Youth Development, we used cluster analysis to identify 4 types of typical classrooms based on observed classroom emotional and instructional supports. The 4 types of classrooms were marked by (1) overall high quality of both supports, including high‐quality evaluative feedback; (2) high‐quality emotional support, and low‐quality evaluative feedback; (3) mediocre levels of both supports; and (4) low levels of both supports. Of the children participating in this study, 946 students from 820 classrooms fit the 4‐cluster solution and were included in the data analysis. The association between classroom type and social competence (measured by teacher ratings and independent observations of behavior in and out of the classroom) was analyzed, and a moderating effect of the classroom on children displaying indicators of functional risk (attentional, academic, behavioral, and social) was considered. In classrooms marked by high‐quality emotional supports and evaluative feedback, children displayed significantly better social competence than children in other classrooms.
Citation: Wilson HK, Pianta RC, Stuhlman M. Typical classroom experiences in first grade: The role of classroom climate and functional risk in the development of social competencies. The Elementary School Journal 2007;108:81-96.