Gender Differences in the Relationship of Language Development to Disruptive Behavior and Peer Relationships in Preschoolers

Stowe, Rebecca M.; Arnold, David H.; Ortiz, Camilo

doi:10.1016/s0193-3973(99)00024-6

Cited by 77 publications

(84 citation statements)

References 26 publications

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“…Boys' attention problems were significantly correlated with less well-developed expressive language skills; the relationship between these two variables in girls was non-significant. This result is consistent with those of Stowe et al (2000) and Love and Thompson (1988). Though speculative, this gender difference may be due in part to the greater language input provided by parents to boys versus girls (Cherry & Lewis, 1976).…”

Section: Discussionsupporting

confidence: 85%

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Gender differences in the relationship between attention problems and expressive language and emerging academic skills in preschool‐aged children

Zevenbergen

Ryan

2010

Early Child Development and Care

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This study examined the relationship between attention problems and expressive language and academic readiness skills in preschool-aged children from middleclass families. Forty-three children (44% female) were assessed individually for expressive language skills and knowledge of basic academic concepts (e.g. colours, letters and numbers). The primary caregiver of each child provided information regarding the child's attention problems, using the Child Behavior Checklist for Ages 1 1 / 2 -5 (CBCL/1 1 / 2 -5). Correlational analyses revealed that for boys, attention problems were related to less well-developed expressive language skills. For girls, there was a trend for attention problems to be related to lower performance on the academic skills measure. Screening for attention problems before children enter kindergarten is recommended, to identify those children likely to be in need of additional assistance in the early school grades.

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Section: Discussionsupporting

confidence: 85%

“…Based on the results of Stowe et al (2000) and Love and Thompson (1998), we hypothesised that the relationship between attention problems and language difficulties would be stronger for boys than girls in our sample. We predicted that attention problems would be related to delays in academic readiness in both boys and girls.…”

mentioning

confidence: 95%

Gender differences in the relationship between attention problems and expressive language and emerging academic skills in preschool‐aged children

Zevenbergen

Ryan

2010

Early Child Development and Care

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“…The pattern of the results suggested a stronger negative association between pragmatic language and both loneliness and asocial behaviours for boys as compared to girls. This is consistent with previous empirical evidence indicating that language difficulties are more strongly associated with behaviour problems for young boys than girls (e.g., Stowe, Arnold, & Ortiz, 1999).…”

Section: Shyness and Pragmatic Languagesupporting

confidence: 93%

Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood

Coplan

Weeks

2009

Infant and Child Development

125

126

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The goal of this study was to examine the moderating role of pragmatic language in the relations between shyness and indices of socio-emotional adjustment in an unselected sample of early elementary school children. In particular, we sought to explore whether pragmatic language played a protective role for shy children. Participants were n 5 167 children aged 6-7 years, recruited from grade 1 classrooms in public elementary schools. Multi-source assessment was used to measure child shyness, pragmatic language ability, and indices of social and emotional difficulties at school. Results indicated several significant shyness-by-pragmatic-language interactions in the prediction of outcome variables. The pattern of results indicated a clear buffering effect of pragmatic language, with associations between shyness and adjustment difficulties exacerbated at lower levels of pragmatic language, and attenuated at higher levels. Results are discussed in terms of the specific positive benefits of pragmatic language for shy children and the implications for ameliorative intervention programs.

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“…These age findings are in accordance with early childhood literature indicating that older children demonstrate greater skills in social, cognitive, and motor domains as a function of developmental maturation (Rothbart, Sheese, & Posner, 2007;Zelazo, 2000) and as a function of greater exposure to learning within the classroom context (NICHD Early Child Care Research Network, 2001). Sex differences in preschool also have been documented in the literature, with girls consistently demonstrating higher regulated behavior, language ability and social competence relative to boys (Bulotsky-Shearer, Domínguez, et al, 2010;Coolahan, Fantuzzo, Mendez, & McDermott, 2000;Ponitz et al, 2008;Qi, Kaiser, & Milan, 2006;Stowe, Arnold, & Ortiz, 2000).…”

Section: Child-level Demographic Influences On School Readinessmentioning

confidence: 90%

Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child- and classroom-level influences.

Bulotsky‐Shearer¹,

Domínguez²,

Bell³

2012

Journal of Educational Psychology

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Guided by an ecological theoretical model, the authors used a series of multilevel models to examine associations among children's individual problem behavior, the classroom behavioral context, and school readiness outcomes for a cohort of low-income children (N ϭ 3,861) enrolled in 229 urban Head Start classrooms. Associations were examined between early problem behavior (overactive and underactive behavior) at the child and classroom level and three dimensions of school readiness: cognitive skills, social engagement, and coordinated movement, assessed at the end of the preschool year. At the child level, younger children, boys, and underactive and overactive problem behavior were associated with lower school readiness skills. At the classroom level, classroom contexts early in the preschool year characterized by high levels of underactive behavior (e.g., social withdrawal among children) were uniquely and additively associated with lower school readiness skills. Contrary to hypotheses, there were no significant associations between classroom behavioral contexts characterized early in the preschool year by high levels of overactive behavior (e.g., socially disruptive or dysregulated behavior among children). Findings extend prior research in Head Start. Implications for early identification and intervention are discussed.

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Gender Differences in the Relationship of Language Development to Disruptive Behavior and Peer Relationships in Preschoolers

Cited by 77 publications

References 26 publications

Gender differences in the relationship between attention problems and expressive language and emerging academic skills in preschool‐aged children

Gender differences in the relationship between attention problems and expressive language and emerging academic skills in preschool‐aged children

Shy and soft‐spoken: shyness, pragmatic language, and socio‐emotional adjustment in early childhood

Preschool classroom behavioral context and school readiness outcomes for low-income children: A multilevel examination of child- and classroom-level influences.

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