Parent Discipline and Pre-Schoolers' Social Skills

Autor/inn/en	Tompkins, Virginia; Villaruel, Eve
Titel	Parent Discipline and Pre-Schoolers' Social Skills
Quelle	In: Early Child Development and Care, 192 (2022) 3, S.410-424 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1763978
Schlagwörter	Interpersonal Competence; Parenting Styles; Child Behavior; Discipline; Preschool Teachers; Preschool Children; Predictor Variables; Social Development; Age Differences; Correlation; Disadvantaged Youth; Preschool Education; Peabody Picture Vocabulary Test; Social Skills Improvement System Rating Scales + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Disziplin; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Prädiktor; Soziale Entwicklung; Age; Difference; Age difference; Altersunterschied; Korrelation; Benachteiligter Jugendlicher
Abstract	Educators recognize children's social competence as an indicator of school readiness. Children's social competence may be promoted prior to kindergarten through parents' discipline. We assessed parent discipline as a predictor of 37 low-income pre-schoolers' social skills over four months. Parents answered open-ended questions about how they would respond to child behaviours; children's preschool teachers rated their social skills. In a hierarchical regression controlling for children's age and initial social skills, parents' inductions significantly predicted children's later social skills. Although children's social skills were correlated with parents' pairing of consequences and inductions, this relation was no longer significant when controlling for age and initial social skills. Power assertive discipline and time-outs were not significantly correlated with children's social skills. The results suggest that parents' inductions may be beneficial for children's social skills by focusing the child's attention on the reasons the behaviour was inappropriate. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01