The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

Autor/inn/en	Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.
Titel	The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills
Quelle	In: Early Childhood Research Quarterly, 27 (2012) 3, S.376-386 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.12.009
Schlagwörter	Aggression; Standardized Tests; Preschool Children; Mathematics Skills; Interpersonal Competence; Academic Ability; Social Development; Correlation; Attention Span; Emergent Literacy; Language Skills; Hypothesis Testing; Racial Differences; Gender Differences + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interpersonale Kompetenz; Soziale Entwicklung; Korrelation; Frühleseunterricht; Language skill; Sprachkompetenz; Hypothesenprüfung; Hypothesentest; Rassenunterschied; Geschlechterkonflikt
Abstract	This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10