Co-Existing Weak Language Skills and Weak Social Skills in 33-Month-Old Norwegian Children Referred to the School Psychology Service for Language Difficulties or Social Difficulties

Autor/inn/en	Dahle, Anne Elisabeth; Løge, Inger Kristine
Titel	Co-Existing Weak Language Skills and Weak Social Skills in 33-Month-Old Norwegian Children Referred to the School Psychology Service for Language Difficulties or Social Difficulties
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 6, S.909-926 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1533708
Schlagwörter	Language Skills; Norwegian; School Psychology; Kindergarten; Language Impairments; Interpersonal Competence; Toddlers; Identification; Referral; Preschool Teachers; Guidelines; Correlation; Early Intervention; Foreign Countries; Program Descriptions; Interdisciplinary Approach; Norway + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Norwegisch; Schulpsychologie; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Interpersonale Kompetenz; Infant; Infants; Toddler; Kleinkind; Identifikation; Identifizierung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Richtlinien; Korrelation; Ausland; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Norwegen
Abstract	This study examined whether Norwegian children who were referred to The School Psychology Services (SPS) for either language difficulties or social difficulties at kindergarten age demonstrated co-existing weak skills in the other area at 33 months and whether some of them could have been identified and referred earlier. Forty-three children participated. Data were collected by kindergarten staff through structured observations in natural surroundings when the children were between 30 and 33 months old using Early Registration of Language Skills (TRAS) and Everyone Included (ALLE MED) (social skills) guidelines. The results revealed that 37% of the children referred for either language difficulties or social difficulties showed weak skills in the other area at 33 months. Fourteen children showed signs of weak language skills, weak social skills or weak skills in both areas at 33 months, indicating that some of the children could have been referred earlier. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01