One Size Doesn't Fit All: Profiles of Isolated Children in Early Childhood

Autor/inn/en	Chen, Jing; Jiang, Hui; Justice, Laura M.; Lin, Tzu-Jung; Purtell, Kelly M.
Titel	One Size Doesn't Fit All: Profiles of Isolated Children in Early Childhood
Quelle	80 (2022), Artikel 101397 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Social Isolation; Peer Relationship; Student Characteristics; Preschool Children; Elementary School Students; Primary Education; Language Skills; Executive Function; Interpersonal Competence; Aggression; Bullying; Victims; Child Development; Profiles + Suchen Sie Ihr Suchwort? Soziale Isolation; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Language skill; Sprachkompetenz; Interpersonale Kompetenz; Mobbing; Victim; Opfer; Kindesentwicklung; Charakterisierung; Profilanalyse
Abstract	Peer isolation poses risks to children's social-emotional and academic development, contributing to internalizing and externalizing problems and school adjustment difficulties. To deepen scholarly understandings of peer isolation in early classroom settings, the current study examined the co-occurrence of child characteristics associated with isolation, including children's language ability, executive function, social skills, aggression, and peer victimization. The sample included 1,275 children in 94 classrooms from preschool to grade three. Using a peer-nomination task, 254 children were identified as isolates who were at the bottom quartile on the "play most" peer nominations. Among the isolates, a multilevel latent profile analysis identified four heterogeneous profiles: "low executive function," "victimized and low social skills," "aggressive and victimized," and "average." These profiles were compared regarding children's language and social skills from the fall to the spring of the academic year. The findings caution against using a one-size-fits-all strategy to support the development of isolated children. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01