Associations between Social-Emotional and Language Development in Preschool Children. Results from a Study Testing the Rationale for an Intervention

Autor/inn/en	Kalland, Mirjam; Linnavalli, Tanja
Titel	Associations between Social-Emotional and Language Development in Preschool Children. Results from a Study Testing the Rationale for an Intervention
Quelle	In: Scandinavian Journal of Educational Research, 67 (2023) 5, S.791-804 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kalland, Mirjam) ORCID (Linnavalli, Tanja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2022.2070926
Schlagwörter	Preschool Children; Social Emotional Learning; Intervention; Language Acquisition; Correlation; Early Childhood Education; Child Care; Theory of Mind; Language Skills; Measures (Individuals); Neuropsychology; Child Behavior; Questionnaires; Behavior Problems; Screening Tests; Affective Behavior; Foreign Countries; Cognitive Development; Intelligence Tests; Social Cognition; Finland; Strengths and Difficulties Questionnaire; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sprachaneignung; Spracherwerb; Korrelation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Language skill; Sprachkompetenz; Messdaten; Neuropsychologie; Fragebogen; Screening-Verfahren; Affective disturbance; Active behaviour; Affektive Störung; Ausland; Kognitive Entwicklung; Intelligence test; Intelligenztest; Soziale Kognition; Finnland
Abstract	The aim of the present study was to investigate the associations between social-emotional and language development in a sample of 3-5-year-old children in community-based early childhood education and care (N = 90). Children's theory of mind understanding, affect recognition and language abilities were tested with neuropsychological measurements, and their teachers rated their behavior with the Strengths and Difficulties Questionnaire. The results showed that language development was linked to the children's social-emotional development and theory of mind ability. Furthermore, the children's observed social-emotional skills and the neuropsychological measurements had associations with their capacity to understand and name emotions in a Teddy Bear test designed for the study. The Teddy Bear test will be developed and validated with a larger sample in a forthcoming study. The present results support the rationale for an intervention study aiming to enhance the children's language development and their social-emotional understanding, to support the children's social-emotional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01