Relationships between Social Skills, Behavioral Problems, and School Readiness for Head Start Children

Autor/inn/en	Bracken, Stacey Storch; Fischel, Janet
Titel	Relationships between Social Skills, Behavioral Problems, and School Readiness for Head Start Children
Quelle	In: NHSA Dialog, 10 (2007) 2, S.109-126 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Behavior Problems; School Readiness; Oral Language; Disadvantaged Youth; Preschool Children; Emergent Literacy; Early Intervention; Interpersonal Competence; Student Behavior; Social Behavior; Behavior Change; Mathematics Skills; Reading Skills; At Risk Students; Program Effectiveness; Literacy Education; Cognitive Development; Social Development; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Oral interpretation; Mündlicher Sprachgebrauch; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Interpersonale Kompetenz; Student behaviour; Schülerverhalten; Social behaviour; Soziales Verhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Kognitive Entwicklung; Soziale Entwicklung
Abstract	This study followed 515 4-year-olds from Head Start entry to exit to investigate their social and behavioral skills and the impact of these skills on school readiness outcomes. Results indicated that, on average, social skills improved across the preschool year, while behavior problems remained relatively stable. Social skills and behavior problems were significantly related to multiple child school readiness outcomes in the areas of oral language, early literacy, and early math. In addition, the effects of different preschool literacy curricula on children's social and behavioral skills were examined. A greater percentage of children in the literacy intervention classrooms were categorized as lower risk (better social skills and fewer behavior problems) at the end of the preschool year, compared with children in classrooms without an added literacy curriculum. Implications for promoting cognitive and social development in preschool are discussed. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10