Challenging Behaviors and Executive Function in Preschool-Aged Children: Relationships and Implications for Practice

Autor/inn/en	Kuhn, Miriam; Boise, Courtney; Marvin, Christine A.; Knoche, Lisa L.
Titel	Challenging Behaviors and Executive Function in Preschool-Aged Children: Relationships and Implications for Practice
Quelle	In: Infants and Young Children, 34 (2021) 1, S.46-65 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000183
Schlagwörter	Behavior Problems; Executive Function; Preschool Children; Social Development; Emotional Development; Correlation; Withdrawal (Psychology); Attention Control; Behavior Disorders; Inhibition; Self Control; Parent Attitudes; Teacher Attitudes; Coaching (Performance); Early Childhood Education; Intervention + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Korrelation; Rückzugsverhalten; Aufmerksamkeitstest; Hemmung; Selbstbeherrschung; Elternverhalten; Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	Although the literature regarding associations between young children's social emotional competencies and their executive functions (EF) is growing, there continue to be divergent accounts of the relationship between specific challenging behaviors (e.g., impulsivity, aggression, defiance, short attention span, withdrawal) and particular EF deficits (e.g., poor attentional control, flexibility, inhibitory self-control, working memory, and/or planning/organization) in young children. This mixed-methods study explores this relationship for a population of 19 preschool children. The study includes analysis of interviews with parents, teachers, and early childhood coaches for 4 of the children. Results demonstrated a significant relationship between teacher reports of challenging behaviors and deficits in global EF skills. In addition, participants provided a rich qualitative description of the children's challenges with inhibitory self-control, flexibility, and attention control. Oppositional or defiant behaviors were also prevalent within this group of 4 children. The constellation of difficulties for these children has implications for adults aiming to support positive social development and suggests next steps for research regarding behavioral targets and strategies and the collaborative parent-professional team efforts needed to address the children's needs. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01