Hierarchical Models of Social Competence in Preschool Children: A Multisite, Multinational Study

Vaughn, Brian E.; Shin, Nana; Kim, Mina; Coppola, Gabrielle; Krzysik, Lisa; Santos, António J.; Peceguina, Inês; Daniel, João R.; Veríssimo, Manuela; DeVries, Anthon; Elphick, Eric; Ballentina, Xiomara; Bost, Kelly K.; Newell, Wanda Y.; Miller, Ellaine B.; Snider, J. Blake; Korth, Byran B.

doi:10.1111/j.1467-8624.2009.01367.x

Cited by 54 publications

(105 citation statements)

References 45 publications

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“…First of all, only one tool was used -the SCBE -for assessing social competence. Even if questionnaires completed by teachers are widely used and are considered reliable for assessing children's social competence (LaFreniere & Dumas, 1995), adding observational measures by trained coders or using more sources would have added further support to the results (see Vaughn et al, 2009). Second, other attachment measures for testing external validity (e.g.…”

Section: Limitations and Future Directionsmentioning

confidence: 96%

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Attachment and social competence: a study using MCAST in low-risk Italian preschoolers

Barone

Lionetti

2012

Attachment & Human Development

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The Manchester Child Attachment Story Task (MCAST) is a story stem method suitable for children aged about 4 to 8, aimed at assessing children's attachment representations with a doll-play format that is evaluated with a series of dimensional scales and classifications. Although this instrument has already been validated in previous studies, not all of the findings have been conclusive. The aims of the present study were (1) to examine the factor structure of the MCAST scales, and (2) to test the association between children's dichotomized MCAST classifications and factors with social competence, using the Social Competence and Behavior Evaluation Scale (SCBE) with a normative group of Italian preschoolers (age range 4.4 to 6.1). Results obtained from a sample of 64 children confirm the association of MCAST attachment classifications (security vs. insecurity and organization vs. disorganization) with both social skills and behavioral problems. Further independent studies on the variables analyzed are recommended for corroborating the findings obtained.

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Section: Limitations and Future Directionsmentioning

confidence: 96%

“…Even if the several attempts at defining social competence (SC) do not overlap completely (Vaughn et al, 2009), this construct can be considered an organizational construct (Waters & Sroufe, 1983), as it implies the integration of developmental domains (e.g. cognitive, social, emotional) in a salient context.…”

mentioning

confidence: 99%

Attachment and social competence: a study using MCAST in low-risk Italian preschoolers

Barone

Lionetti

2012

Attachment & Human Development

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“…Moreover, very few studies have examined outcomes based on directly observed child behavior in preschool classrooms and none that we could find reported results that controlled for potential effects of age, ethnic status, and sex. These are serious lacunae in the database because most preschool-age children are spending the bulk of their waking hours in some form of center-based care and it is in this context that they are acquiring the behaviors, attitudes, values, and goals that together constitute social competence with peers (Vaughn et al, 2009;Waters & Sroufe, 1983). Because sleep patterns begin to stabilize during early childhood as well, it is important to determine the nature of relations between sleep and the social/emotional processes characteristic of socially competent preschool children.…”

Section: Sleep As a Support For Social Competence Peer Relations Anmentioning

confidence: 99%

Sleep as a Support for Social Competence, Peer Relations, and Cognitive Functioning in Preschool Children

Vaughn

Elmore-Staton

Shin

et al. 2014

Behavioral Sleep Medicine

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100

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Evidence that sleep influences social and cognitive adaptation for school-age children and adolescents is accumulating rapidly, but less research focuses on the role of sleep for adaptive functioning during early childhood. We addressed these questions using actigraphy to assess sleep duration, sleep quality, and variability in sleep schedules in relation to a range of social/emotional and cognitive measures, including receptive vocabulary, emotion understanding, peer acceptance, social skills, social engagement, and temperament. Children in a convenience sample (N = 62, 40 boys, mean age = 4.15 yrs, 67% European American) wore actigraphs for 4-7 days, with sleep and wake states determined using Sadeh's scoring algorithm. Older children spent less time in bed at night and ethnic minority children (mostly African Americans) slept less at night and had lower sleep efficiency than did European American ethnic status children. Bivariate relations (controlling for sex, age, and ethnicity) between sleep variables and child adaptation scores showed that sleep duration was positively associated with peer acceptance, social skills, social engagement, receptive vocabulary, and understanding of the causes of emotions. Fewer variables were associated with nighttime sleep quality and variability and these tended to be related to outcome variables suggestive of behavioral and emotional regulation. Results suggest that sleep parameters are broadly implicated in the adjustment of preschool age children.

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“…They named them learning-related social skills (LRSS), which are especially important for early school performance and transition to school; these LRSS are developed between the ages of three and five years. Empirically, early childhood educators have found socially competent children as being more accepted by peers, more adaptable to perturbations in the social and physical surroundings and more engaged socially, and they also use more advanced social cognitive skills (Vaughn et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Developing preschoolers' social skills through cross-cultural physical education intervention

Tsangaridou

Zachopoulou

Liukkonen

et al. 2013

Early Child Development and Care

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The purpose of this study was to investigate the changes in children's social skills after their participation in a physical education programme named ESPEC ('Early Steps' Physical Education Curriculum). The evaluators of the children's social skills were the trained educators who implemented the curriculum as well as parents of the participating children. This study was conducted in three European countries and was part of a European transnational project. The participants were 286 preschoolers from Cyprus, Greece and Italy. Twelve educators and 286 parents completed the 'Social Behaviour Instrument' (SBI) before and after the implementation of the ESPEC. This four months' physical education curriculum was designed for preschool-aged children and it included 24 lesson units. The results showed an improvement in children's social skills after ESPEC implementation in all three countries. It can be concluded that the implementation of physical education activities for preschool-aged children can be a way to improve preschoolers' social skills.

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Hierarchical Models of Social Competence in Preschool Children: A Multisite, Multinational Study

Cited by 54 publications

References 45 publications

Attachment and social competence: a study using MCAST in low-risk Italian preschoolers

Attachment and social competence: a study using MCAST in low-risk Italian preschoolers

Sleep as a Support for Social Competence, Peer Relations, and Cognitive Functioning in Preschool Children

Developing preschoolers' social skills through cross-cultural physical education intervention

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