A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children from Low-Income Families

Autor/inn/en	Davis, Alexandra Nicole; Qi, Cathy Huaqing
Titel	A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children from Low-Income Families
Quelle	In: Topics in Early Childhood Special Education, 40 (2020) 3, S.172-186 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davis, Alexandra Nicole)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121420946104
Schlagwörter	Language Skills; Interpersonal Competence; Behavior Problems; Preschool Children; Mothers; Low Income; Family Income; Expressive Language; Receptive Language; Social Development; Spanish Speaking; Gender Differences; Predictor Variables; Check Lists; Child Behavior; Child Behavior Checklist; Social Skills Improvement System Rating Scales; Preschool Language Scale + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Interpersonale Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Niedriglohn; Familieneinkommen; Rezeptive Kommunikationsfähigkeit; Soziale Entwicklung; Geschlechterkonflikt; Prädiktor; Checkliste
Abstract	We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children's behavior problems using the "Child Behavior Checklist Ages 1 1/2-5," and social skills using the "Social Skills Improvement System-Rating Scales." Children's expressive and receptive language skills were assessed individually using the "Preschool Language Scale-5." Results suggested that children's early receptive language predicted later teacher-reported child internalizing and externalizing behaviors. Social skills did not mediate associations between language skills and parent- or teacher-reported child behavior problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01