Children's Social Behaviour, Language and Literacy in Early Years

Autor/in	Hartas, Dimitra
Titel	Children's Social Behaviour, Language and Literacy in Early Years
Quelle	In: Oxford Review of Education, 38 (2012) 3, S.357-376 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2012.699748
Schlagwörter	Behavior Problems; Hyperactivity; School Policy; Foreign Countries; Longitudinal Studies; Parent Attitudes; Emotional Problems; Prosocial Behavior; Parent Teacher Cooperation; Literacy; Symptoms (Individual Disorders); Elementary School Students; United Kingdom + Suchen Sie Ihr Suchwort? Hyperaktivität; Schulpolitik; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elternverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Alphabetisierung; Schreib- und Lesefähigkeit; Psychiatrische Symptomatik; Großbritannien
Abstract	Using a longitudinal, UK representative sample from the Millennium Cohort Study, the present study examined longitudinal variations in parent ratings of child social, emotional and behavioural difficulties and prosocial behaviour (preschool to end of Key Stage 1); the magnitude of parent-teacher agreement regarding behaviour ratings; and concurrent relationships between behaviour and language and literacy at the end of the Key Stage 1. The findings showed significant downward trends in ratings of young children's social and behavioural difficulties and an increase in ratings of prosocial behaviour over the 3-7 years period. Ratings of emotional difficulties remained fairly stable over the same period. Also, medium- to- strong language and literacy effects were found for behavioural difficulties (e.g. hyperactivity) and prosocial behaviour. Finally, teacher-parent agreement regarding behaviour ratings was found to be modest and higher for social and behavioural difficulties, hyperactivity in particular, than for emotional symptoms and prosocial behaviour. These findings have important implications for preschool and primary school policy and practice regarding children's social behaviour. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10