Receiving Extra Support in Norwegian Centre-Based Childcare: The Role of Children's Language and Socioemotional Development

Autor/in	Lekhal, Ratib
Titel	Receiving Extra Support in Norwegian Centre-Based Childcare: The Role of Children's Language and Socioemotional Development
Quelle	In: Early Child Development and Care, 190 (2020) 4, S.580-593 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1485671
Schlagwörter	Foreign Countries; Child Care Centers; Child Language; Social Development; Emotional Development; Language Impairments; Family Characteristics; Special Education; Gender Differences; Language Acquisition; Disability Identification; Child Development; Young Children; Early Intervention; Norway + Suchen Sie Ihr Suchwort? Ausland; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; 'Children''s language'; Kindersprache; Soziale Entwicklung; Gefühlsbildung; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Geschlechterkonflikt; Sprachaneignung; Spracherwerb; Kindesentwicklung; Frühe Kindheit; Norwegen
Abstract	This study adds to the current literature by examining how different developmental areas (language problems or externalizing and internalizing behaviour problems) affect the possibility of a child receiving extra support early in life. The data were drawn from an online survey of 2779 children in Norway conducted in 2015 and included information about children's development and on their background and family factors. There was a strong connection between children's development and the possibility of receiving special education. However, relatively large gender differences were found. Furthermore, only a fairly small proportion of the children characterized as having a problem with language or with internalizing or externalizing behaviour were detected and actually received any special education support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01