A Longitudinal Examination of Young Children's Learning Behavior: Child-Level and Classroom-Level Predictors of Change throughout the Preschool Year

Abstract. The studies presented in this article longitudinally examined preschool children's learning behavior, which has received increased attention in recent years because of its positive influence on school readiness. The first study used a statewide database (N = 23,434) to examine whether and how learning behavior changed over time. The second study (N = 275) examined whether children's behavioral adjustment and classroom quality significantly predicted learning behavior baseline scores (learning behavior at the beginning of the preschool year) and rates of change throughout the year. Results from both studies indicated that children's learning behavior became more adaptive throughout the year. Results from the second study suggested that children's shyness was negatively associated with baseline scores and classroom organization was positively associated with rates of change over time. These findings highlight the importance of identifying children who exhibit underactive behavior such as shyness, as well as the potential role classroom quality may play in fostering adaptive learning behavior. ********** Substantial research indicates that children from socioeconomically disadvantaged backgrounds are at heightened risk for educational difficulties (e.g., Bornstein & Bradley, 2003; Brooks-Gunn, Duncan, & Aber, 1997). Quality early childhood programs are important protective influences that can mitigate the negative effects of poverty on early learning (U.S. Department of Health and Human Services, 2001). In addition to promoting children's academic readiness, comprehensive early childhood programs aim to foster classroom behaviors that are conducive to learning and positively influence children's academic readiness in preschool to facilitate the transition into elementary school (U.S. Department of Health and Human Services, 2002). The term learning behavior, also referred to as approaches to learning, is considered an umbrella term (Hyson, 2008; Kagan, Moore, & Bredekamp, 1995) that encompasses a variety of behaviors, skills, dispositions, and attitudes that describe the way in which children approach or react to learning situations. Some of the most commonly researched learning behaviors include curiosity, competence motivation, initiative, persistence, planning, problem solving, and cooperation with peers (Barnett, Bauer, Ehrhardt, Lentz, & Stollar, 1996). Researchers have found that these behaviors significantly predict academic achievement, even after controlling for the effects of highly predictive yet more stable variables like intelligence (Schaefer & McDermott, 1999). For this reason, some believe that fostering these behaviors can help reduce the achievement gap between advantaged and disadvantaged children (Goodson, 2009). It is important to note, however, that even though these behaviors are theoretically considered malleable and amenable to intervention, little empirical research has examined whether and how they change over time. Assessing how these behaviors change over time and examining how predictor variables affect such change would allow for a better understanding of children's developmental trajectories and a more informed determination of appropriate intervention periods (Singer & Willett, 2003). Developmental ecological theory acknowledges the importance of longitudinal research by stressing how variables affecting development may vary as a function of time (Bronfrenbrenner & Morris, 1998). In addition, developmental ecological theory emphasizes the importance of examining the effects of multiple contexts or sources of influence across time. To understand the development of children's learning behavior early in childhood, it is critical to study this behavior longitudinally and examine the influences of both child-centered characteristics and important proximal contexts, such as the preschool classroom. Age-Related Changes in Learning Behavior Although there has been no previous research examining longitudinal change in learning behavior, cross-sectional studies have shown age-related changes in specific learning behaviors such as attention, planning, problem solving, and motivation. …