Literaturnachweis - Detailanzeige
Autor/inn/en | Lamont, Andrea; Van Horn, M. Lee |
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Titel | Heterogeneity in Parent-Reported Social Skill Development in Early Elementary School Children |
Quelle | In: Social Development, 22 (2013) 2, S.384-405 (22 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0961-205X |
DOI | 10.1111/sode.12023 |
Schlagwörter | Social Development; Skill Development; Parent Attitudes; Elementary School Students; Social Behavior; Interpersonal Competence; Child Development; Early Intervention; Low Income Groups; At Risk Students; Self Control; Cooperation; Responsibility; Assertiveness; Social Skills Rating System |
Abstract | Despite known risks associated with aberrant social skill development, there has been a relative dearth of literature on typical developmental changes in social skills over time. In this study, we examine systematic changes in social skills from kindergarten (typical age of 5-6 years) to third grade (typical age of 8-9 years), and focus on systematic heterogeneity across these developmental trajectories. Data came from the National Head Start-Public School Early Childhood Transition Demonstration Project (N = 6964). Mixture models provide evidence for multiple classes of individuals representing heterogeneity in the development of social skills. Classes were defined as a majority class (whose trajectories remained relatively stable over time), an increasing class (whose trajectories increased at a faster rate than the majority class), and a decreasing class (whose trajectories decreased at a faster rate than the majority class). Developmental trends accounted for a substantial proportion of the variance in social skill components. Implications and limitations of the study are discussed. (Contains 6 tables and 1 figure.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |