My Child Likes to Be with People: Sociability Trajectories from Age 2 to Age 4 and Behavior Problems at First Grade

Autor/in	Kim, Yeon Ha
Titel	My Child Likes to Be with People: Sociability Trajectories from Age 2 to Age 4 and Behavior Problems at First Grade
Quelle	In: Early Education and Development, 34 (2023) 5, S.1026-1039 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Yeon Ha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2089814
Schlagwörter	Interpersonal Relationship; Interpersonal Competence; Behavior Problems; Social Behavior; Preschool Children; Grade 1; Child Development; Foreign Countries; Affective Behavior; Anxiety; Predictor Variables; South Korea + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Social behaviour; Soziales Verhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Kindesentwicklung; Ausland; Affective disturbance; Active behaviour; Affektive Störung; Angst; Prädiktor; Korea; Republik
Abstract	This study aims to identify early childhood sociability trajectories and examine their longitudinal associations with behavior problems. Using a population-based data set presented by the Panel Study on Korean Children, sociability trajectories from age 2 to age 4 were identified by latent class growth analysis. Associations between sociability trajectories and behavior problems at first grade were examined with binary logistical regressions. Research Findings: Korean children developed one of the three sociability patterns: low (10.059%), moderate (66.185%), or high (23.756%). Children's behavior problems at first grade differed according to their early sociability trajectories. First graders with the low sociability trajectory in early childhood were vulnerable to internalizing problems, such as affective or anxiety problems. Practice and Policy: A persistent low preference for being with others observed in early childhood can be a meaningful marker in predicting later internalizing behavior problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01