Stability and Change in Early Social Skills Development in Relation to Early School Performance: A Longitudinal Study of a Swedish Cohort

Autor/inn/en	Frogner, Louise; Hellfeldt, Karin; Ångström, Anna-Karin; Andershed, Anna-Karin; Källström, Åsa; Fanti, Kostas A.; Andershed, Henrik
Titel	Stability and Change in Early Social Skills Development in Relation to Early School Performance: A Longitudinal Study of a Swedish Cohort
Quelle	In: Early Education and Development, 33 (2022) 1, S.17-37 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frogner, Louise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1857989
Schlagwörter	Interpersonal Competence; Social Development; Academic Achievement; Longitudinal Studies; Foreign Countries; Preschool Children; Gender Differences; Predictor Variables; Family Influence; Preschool Education; Sweden + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Soziale Entwicklung; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Geschlechterkonflikt; Prädiktor; Schweden
Abstract	Research Findings: This study aimed to investigate the developmental path of social skills in early childhood, the associated predictors, and its impact on later school performance. This prospective longitudinal study included 2,121 children, ages 3-5 at baseline, from the general population in a mid-sized Swedish municipality. Results show both stability and change in social skills. Stable low social skills increased the risk for poor school performance, while stable high social skills increased the chance for good school performance in primary school. With some notable gender differences, both individual and family factors were significant predictors of stable low and stable high paths of social skills during early childhood. Practice or Policy: Whether the goal is to improve children's social skills or their performance in school, this study provides important clues for prevention. We identified several potential targets for interventions to promote early social skills development, which may in turn promote positive school performance. It is also notable that there seem to be gender differences in which factors are important, indicating the need for gender-differentiated interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01