The Influence of Rurality and Parental Affect on Kindergarten Children's Social and Behavioral Functioning

Autor/inn/en	Sheridan, Susan M.; Koziol, Natalie A.; Clarke, Brandy L.; Rispoli, Kristin M.; Coutts, Michael J.
Titel	The Influence of Rurality and Parental Affect on Kindergarten Children's Social and Behavioral Functioning
Quelle	In: Early Education and Development, 25 (2014) 7, S.1057-1082 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2014.896682
Schlagwörter	Child Behavior; Rural Areas; Affective Behavior; Parenting Styles; Social Behavior; Environmental Influences; Preschool Children; Child Rearing; Kindergarten; Urban Areas; Suburbs; Rural Urban Differences; Comparative Analysis; Parent Child Relationship; Interpersonal Competence; Behavior Problems; Geographic Location; Teacher Attitudes; Parent Attitudes; Emotional Development; Structured Interviews; Longitudinal Studies; Factor Analysis; Statistical Analysis; Early Childhood Longitudinal Survey; Preschool and Kindergarten Behavior Scales; Social Skills Rating System + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Affective disturbance; Active behaviour; Affektive Störung; Social behaviour; Soziales Verhalten; Environmental influence; Umwelteinfluss; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindererziehung; Urban area; Stadtregion; Einzugsbereich; Stadt-Land-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonale Kompetenz; Lehrerverhalten; Elternverhalten; Gefühlsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Faktorenanalyse; Statistische Analyse
Abstract	Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent-child interactional patterns and environmental influences. Few studies have examined the role of a salient aspect of children's environments, community locale, in the relationship between parenting practices and child outcomes. Using a large, nationally representative sample, we examined whether preschool parenting practices and children's social-behavioral skills in kindergarten were related to geographic setting (rural vs. city, suburban, and town). Results indicated that rural children experienced greater difficulties with parent-reported externalizing behaviors. Furthermore, rural parents displayed less emotional support than parents in other settings. Preschool parenting behaviors were associated with social skills and behavior problems in kindergarten, as reported by both parents and teachers. Parents' emotional supportiveness was found to account for the relationship between geographic setting and parent-reported children's social skills, such that rural parents who provided less emotional support had children with lower social skills in kindergarten. Practice or Policy: Findings of this research indicate that rural children may face particular risk for behavioral issues and highlight the need for increased behavioral supports in rural communities. Moreover, our results suggest that interventions designed to promote parents' support of children's emotions may have particular utility for rural families. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10