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1.
There is an increasing emphasis on the importance of social competence for children's development, well-being, and learning. Thus age- and context-appropriate measures are needed. This study addresses the structural validity of the Lamer Social Competence in Preschool (LSCIP) scale, developed to accommodate the Nordic model of early childhood pedagogy. The authors specify the theoretical basis for a bi-factor model of social competence. This model is tested in a large (n?=?1157), community based sample of Norwegian children, including teacher- (at age 2, 3, and 4), mother- (at age 4), and father- (at age 3) reports. A model with a main factor for social competence, and three bi-factors fit data across ages and reporters, with factorial, but not strong, invariance over time.  相似文献   

2.
Research Findings: Fostering the social competence of at-risk preschoolers would be facilitated by knowing which of children's emotion skills are most salient to social outcomes. We examined the emotion skills and social competence of 44 children enrolled in a Head Start program. Emotion skills were examined in terms of children's emotional lability and emotion regulation, whereas social competence was measured in terms of three aspects of preschoolers' social relationships: social skills, student–teacher relationships, and peer likeability. Although emotion regulation emerged as an important predictor for social skills and positive relationships with teachers, emotional lability was a significant predictor of student–teacher conflict and peer likeability. In fact, emotional lability mediated the relation between student–teacher conflict and peer likeability. Practice or Policy: The findings are discussed in terms of the complex associations between children's emotion skills and early social relationships.  相似文献   

3.
Research Findings: Few rating scales measure social competence in very young Spanish or Catalan children. We aimed to analyze the psychometric characteristics of the California Preschool Social Competence Scale (CPSCS) when applied to a Spanish- and Catalan-speaking population. Children were rated by their respective teachers within 6 months following their 4th birthday in two population-based birth cohorts in Spain (N = 378). A confirmatory factor analysis (CFA) was used to compare the underlying structure of the Spanish–Catalan version with that of the original version. Cronbach's alpha coefficient was used to determine the internal consistency of each of the confirmed factors. Cohen's kappa formula was used to calculate the test–retest reliability in a small subset of children who were rated again one month later. Five correlated factors (Considerateness, Task Orientation, Extraversion, Verbal Facility, and Response to Unfamiliar) were optimally confirmed as a result of CFA. The first three factors had robust internal consistency. The kappa coefficient was satisfactory in 29 items out of 30. Children's cognitive abilities as assessed by the McCarthy Scales, children's gender, maternal social class and level of education were related to the social competence scores as indicators of criterion-related factors. Practice or Policy: The bilingual version of the CPSCS has good psychometric properties allowing it to be used in further studies in either Spanish or Catalan populations.  相似文献   

4.
Research Findings: The purpose of the present study was to examine the relations among teacher–child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-age children (46 boys, 42 girls). Preschool teachers evaluated the quality of the teacher–child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher–child relationships were related to high aggressive behavior, and dependent teacher–child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher–child relationship quality and peer likability through children's social competence. Practice or Policy: The findings provide evidence that the teacher–child relationship is critical for children's social behaviors and that social competence is uniquely related to peer likability.  相似文献   

5.
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6.
The factor structure and scale characteristics of the shortened version of Social Competence and Behavior Evaluation (SCBE) are presented for a Chinese sample of 370 preschool children. Age and gender differences in the prevalence of emotional and behavioral problems and social competence throughout the preschool years were documented. Principal Components analyses identified three factors: social competence (SC), anger-aggression (AA) and anxiety-withdrawal (AW). There are four types of children with different developmental levels on behavior problems: AW and AA. Similar to Western samples, a step-wise progression in SC with increasing age was apparent, but there were no age trends in AA and AW, which were relatively infrequent at all ages. Boys were rated by their teachers as higher on AA and AW and lower on SC than girls.  相似文献   

7.
Research Findings: Across 63 Hong Kong families, both Filipina domestic helpers and mothers separately rated their own caregiving style (warmth and control) and kindergarten children's social competence. Results indicated that Filipina helpers rated themselves as higher in warmth than mothers did. In addition, self-rated warmth of both caregivers, and Filipina domestic helpers' self-perceived control were correlated with children's social competence. With ratings of warmth and control from both Filipina helpers and mothers included in separate regression equations, mothers' warmth was a strong unique correlate of all measures of children's social competence. However, Filipinas' warmth was uniquely associated with children's responsibility only, whereas their control was uniquely associated with children's assertion and responsibility. Practice or Policy: Results extend previous research on the importance of nonparental caregivers for children's social development in a new cultural context.  相似文献   

8.
Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills.  相似文献   

9.
Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social–emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social–emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.  相似文献   

10.
Research Findings: Children's social competence has been linked to successful transition to formal school. The purpose of this study was to examine the contributions of children's temperament to teachers' ratings of their social competence from kindergarten through 2nd grade. Children (N = 1,364) from the National Institute of Child Health and Human Development Early Child Care Research Network participated in this study. Mothers rated children's shyness, attentional focusing, and inhibitory control with the Children's Behavior Questionnaire at 4½ years, and teachers rated children's social competence with three subscales (cooperation, assertion, and self-control) of the Social Skills Rating System at kindergarten, 1st, and 2nd grade. Latent growth curve analysis indicated that both shyness and effortful control contributed to children's social competence. Bolder children were likely to have higher assertion ratings, and shyer children with greater attentional focusing were likely to have higher assertion ratings. Shyer children and children with greater inhibitory control and attentional focusing were likely to have higher teacher ratings of self-control and cooperation. Practice or Policy: Findings highlight the importance of considering child temperament characteristics when understanding children's social competence and successful adjustment to kindergarten. Information may help parents, preschool teachers, and early elementary teachers prepare children who may be at particular risk for lower social competence.  相似文献   

11.
This study examined the contribution of nonparental child‐care services received during the preschool years to the development of social behavior between kindergarten and the end of elementary school with a birth cohort from Québec, Canada (N = 1,544). Mothers reported on the use of child‐care services, while elementary school teachers rated children's shyness, social withdrawal, prosociality, opposition, and aggression. Children who received nonparental child‐care services were less shy, less socially withdrawn, more oppositional, and more aggressive at school entry (age 6 years). However, these differences disappeared during elementary school as children who received exclusive parental care caught up with those who received nonparental care services. This “catch‐up” effect from the perspective of children's adaptation to the social group is discussed.  相似文献   

12.
Research findings. Naturalistic observation during freeplay was used to explore the role of affective expression and gender in preschoolers' social competence and sociometric status. Observers recorded occurrences of 4 types of affect: moderate and strong positive affect, anger, and distress among 56 children (M age = 50.3 months) in five classrooms. Teacher ratings of social competence and peer sociometrics were also collected. Social competence and peer acceptance were associated with strong, but not moderate positive affect. The correlates of anger and distress were moderated by the gender of the child. Girls' anger, but not distress, was negatively related to peer rejection. In contrast, boys' anger and distress were both positively related to peer rejection. Practice. These findings confirm the relations between affective expression and social competence, but also indicate that these relations may be different for boys and girls.  相似文献   

13.
Research Findings: The aim of this study was to explore the relations between children's trust beliefs and social competence as well as social preference. In addition, this study examined how children with different trust belief profiles may differ in their peer interactive behaviors. A total of 47 children ages 5 to 6 participated in this study. Data were collected via observation of play behaviors, a teacher-rated social competence scale, and a child interview. The results indicated that children's trust beliefs in friends’ promise-keeping behaviors were positively associated with intrapersonal and interpersonal domains of social competence. Children who had greater trust in non-friend classmates’ promise-keeping behaviors tended to be sociable in a group, polite, and more preferred, and they were less likely to be disliked by peers. Children with different trust profiles exhibited differential interactive behaviors with peers. Practice or Policy: These findings suggest that parents and early childhood educators should pay more attention to the extent to which young children trust their close friends and familiar peers, especially in terms of keeping promises. Adults may model their efforts in keeping their promises made to children and enhance children's capacity to reciprocate trust in close relationships. Adults can help children differentiate their trust based on the intimacy of relationships.  相似文献   

14.
Research Findings: Recent work has demonstrated that the changes young children experience in their child care settings before age 5 may be related to subsequent development, especially social development. Several of these studies have included samples of middle-class children, with almost no emphasis on understanding these processes for low-income and/or African American children. This study examined a rural African American sample of children from birth to 3 years of age to understand not only the role of child care changes in children's social development but, in addition, the role played by children's home environment quality. Results suggested that more changes in child care up to age 3 (defined as “big changes” in provider, location, or quantity of care) were associated with lower child care provider ratings of children's social competence. Furthermore, this link appeared to be stronger for children whose home environment was of low quality. Practice or Policy: Policy, practice, and research implications are discussed.  相似文献   

15.
Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher–child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom emotional support was measured through classroom observation. The multilevel findings revealed that high-quality teacher–child relationships and high-quality teacher sensitivity were related to children's prosocial behavioral adjustment. In contrast, observed low-quality teacher–child relationships and low-quality teacher sensitivity were found to be related to children's aggression and anxiety. In addition, teachers' cultural beliefs, concerning play in particular, were found to be related to children's anxiety. The findings support the ecological theory regarding the importance of child characteristics and classroom context in shaping a child's behavioral adjustment in schools. Practice or Policy: The results have implications for pre-primary school teachers in Tanzania, to consider their relationships with children and their sensitivity to children as important aspects for children's behavioral adjustment in schools. They also inform policymakers about the role of pre-primary school teachers in the country.  相似文献   

16.
Research findings. Naturalistic observation during freeplay was used to explore the role of affective expression and gender in preschoolers' social competence and sociometric status. Observers recorded occurrences of 4 types of affect: moderate and strong positive affect, anger, and distress among 56 children (M age = 50.3 months) in five classrooms. Teacher ratings of social competence and peer sociometrics were also collected. Social competence and peer acceptance were associated with strong, but not moderate positive affect. The correlates of anger and distress were moderated by the gender of the child. Girls' anger, but not distress, was negatively related to peer rejection. In contrast, boys' anger and distress were both positively related to peer rejection. Practice. These findings confirm the relations between affective expression and social competence, but also indicate that these relations may be different for boys and girls.  相似文献   

17.
Research Findings: Children's (n = 980) social competence during prekindergarten was assessed as a function of their teachers’ (n = 233) exposure to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and 2 levels of support through MyTeachingPartner, a Web-based approach to professional development. Children in classrooms that implemented PATHS had increased levels of teacher-reported social competence over the course of the year. There were no associations between the use of PATHS and reductions in teacher-reported social problems. The results also suggested that teachers who used the MyTeachingPartner website more often reported greater gains in children's social competence. Practice or Policy: These findings have implications for the development and dissemination of social-emotional learning curricula and the provision of effective implementation supports for teachers. Continued work on the best ways to integrate technology into the professional development of teachers, both in service and preservice, is likely to enhance the accessibility and quality of supports for teachers.  相似文献   

18.
In a preschool setting, the naturally occurring aggressive behavior of sixtyfour 4-year-old children was observed and recorded. Individual differences in gender, behavioral style, social competence, reciprocal friendship, and social clique membership were examined to understand how these variables might be related to children's aggressive behavior. Variations in children's aggressive behavior were found to be associated with behavior style and social competence with peers. Children within social cliques were relatively similar in the frequency of their observed aggressive behavior. The results suggest that efforts to decrease children's aggression might target groups of children rather than individuals.  相似文献   

19.
Relations between children's emotional self-regulation, attentional control, and peer social competence (as reported by both teachers and peers) were examined for 51 low-income, preschool-aged children enrolled in Head Start. Using a short delay-of-gratification task administered at Head Start sites, children's use of self- distraction was found to be positively associated with their success in handling the delay, replicating previous, laboratory-based research. Contrary to our expectations, children's use of self-distraction was found to be unrelated to their attentional control, as assessed during a computer task. Hierarchical regression analyses revealed that children's use of self-distraction predicted significant variance in both peer- and teacher-reports of childrem's competence with peers, even after children's attentional control was statistically taken into account. These findings are discussed in light of current models of reactivity and regulation in predicting young children's social behavior, as well as in the context of early intervention efforts for children facing socioeconomic risk.  相似文献   

20.
This study tested a conceptual model of a psychosocial pathway to academic competence in preschool. Developmental theory and research with older children suggest that social and psychological factors could have a significant impact on young children's learning and school readiness. Children in 3 preschool classrooms (N = 31) participated. Mothers' perceptions of their children as more or less trusting and secure at age 3 years were rated on the Attachment Behavior Q-Set (Waters, 1987 Waters, E. 1987. “Attachment Behavior Q-Set”. (Revision 3.0). Unpublished instrument, State University of New York at Stony Brook, Department of Psychology. [Google Scholar]). Sociometric ratings were collected from classmates 1 year later through individual picture interviews. Preschool teachers rated children's academic competence and trait anxiety. Attachment Behavior Q-Set scores at age 3 were associated with teacher ratings of academic competence the following year (ages 4–5 years). However, this effect was mediated by 2 intervening psychosocial variables: anxiety and peer acceptance. Early secure attachment to parents may (a) potentiate less anxiety, removing emotional barriers to learning; and (b) enhance positive relationships with peers, perhaps motivating children to engage more in the preschool curriculum and leading to relatively greater academic competence. Adopting preschool curricula that foster positive peer relationships, anxiety regulation skills, and supportive parent—child relationships could indirectly enhance preschool children's academic competence and school readiness.  相似文献   

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