Intervening in Childhood Social Development

Voegler‐Lee, Mary Ellen; Kupersmidt, Janis B.

doi:10.1002/9781444390933.ch32

Cited by 6 publications

(4 citation statements)

References 44 publications

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“…Studies have shown that children who live in situations of poverty, family dysfunction, abuse and neglect are more at risk of developing behavioural, social, academic and mental health issues (Doll & Lyon, 1998). These children are also more likely to have language and learning difficulties that make access to the learning environment more problematic (Voegler-Lee & Kupersmidt, 2010). Generally, they demonstrate poorer social and emotional outcomes, which are likely due to language difficulties in receiving and processing information presented, particularly when information is presented as whole group instruction, problems with working memory, and in expressing themselves verbally (Voegler-Lee & Kupersmidt, 2010).…”

Section: Social Skills and Children At Riskmentioning

confidence: 99%

“…These children are also more likely to have language and learning difficulties that make access to the learning environment more problematic (Voegler-Lee & Kupersmidt, 2010). Generally, they demonstrate poorer social and emotional outcomes, which are likely due to language difficulties in receiving and processing information presented, particularly when information is presented as whole group instruction, problems with working memory, and in expressing themselves verbally (Voegler-Lee & Kupersmidt, 2010). Incidents of trauma and other stressful events also tend to be more frequent in low SES communities (Hatch & Dohrenwend, 2007).…”

Section: Social Skills and Children At Riskmentioning

confidence: 99%

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Developing Social Skills of Students With Additional Needs Within the Context of the Australian Curriculum

Davies

Cooper²,

Kettler

et al. 2014

Australas. j. spec. educ.

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Decades of research on social skills assessment and intervention indicates the importance of social skills in improving academic achievement. Additionally, a strong evidence base promotes the inclusion of social–emotional learning into the whole school curriculum. In recognition of this evidence, the new Australian Curriculum, under Personal and social capability, calls for students to develop social skills. For many students with additional needs, it is hoped that the development of social skills will enable increased connectedness and a greater sense of inclusion. To meet developmental expectations of social skills, teachers need to measure these skills, develop effective teaching strategies for them, and evaluate their progress. The multi-tiered assessment and intervention components of the Social Skills Improvement System (SSiS; Elliott & Gresham, 2007) seem to offer a comprehensive system to support this process (Elliott, Frey, & Davies, in press).

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Section: Social Skills and Children At Riskmentioning

confidence: 99%

Section: Social Skills and Children At Riskmentioning

confidence: 99%

Developing Social Skills of Students With Additional Needs Within the Context of the Australian Curriculum

Davies

Cooper²,

Kettler

et al. 2014

Australas. j. spec. educ.

View full text Add to dashboard Cite

show abstract

“…Definition and importance of social development. At the preschool level, social and emotional competence includes the ability to effectively express and regulate emotions, establish positive relationships with peers and adults, and solve interpersonal problems (Voegler-lee & Kupersmidt, 2011). The Collaborative for Academic, Social and Emotional Learning (CASEL, 2003) provides a framework of five core competencies of social and emotional learning.…”

Section: Children's Social Interactions and Developmentmentioning

confidence: 99%

“…Many new social and emotional skills are first being developed, tried and tested outside the home environment with both peers and teachers, often in a classroom context (Voegler-lee & Kupersmidt, 2011). Preschoolers have the chance to practice different social skills such as sharing or waiting for their turn which will lay the foundation for more complex social interactions that will be encountered with peers and teachers later in school years.…”

Section: Children's Social Interactions and Developmentmentioning

confidence: 99%

Spatial influences on socialization in preschool classrooms

Alaswad

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Understanding the influences of the physical environment on social interaction of preschool children is essential for creating classroom environments that provide for social development. This research hypothesizes that providing an "Intimate Space" within the preschool classroom can lead to decreased classroom interruptions and contribute to sustaining longer attention spans, which eventually improve the quality and duration of social interactions between children. The study proceeds into performing a quasi-experiment within a preschool classroom to evaluate the physical attributes of its environment. It also evaluates child behavior through observation before and after introducing the "Intimate Space" as a new activity center. Results of the experiment are analyzed to prove the hypothesis and conclude modifications to the classroom layout and design.

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Links between socio-emotional skills, behavior, mathematics and literacy performance of preschool children in Serbia

et al. 2018

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Young children's socio-emotional skills are important for understanding their own and other's behaviours and interactions. No study in Serbia has investigated this before. In this study we explored the links between early socio-emotional skills, behaviour, and mathematics and literacy performance of preschool children in Serbia over time. Children (N = 159) aged 5-8 were rated by the teachers on their socio-emotional skills and behaviour, and their literacy and mathematics assessed at three-time points over 14 months, twice in preschool and once at entry to school. At Time 3, when children entered school, their socio-emotional skills and behaviour were associated with gender, mathematics at Time 1 and their socio-emotional and behaviour ratings at Time 2, controlling for maternal education and literacy at Time 1. Mathematics at Time 3 was associated with mathematics at Time 2, controlling for gender, maternal education, literacy and behaviour at Time 1. No socio-emotional skills or specific behaviour were significant for mathematics. Literacy at Time 3 was associated with mathematics and social skills at Time 1, and literacy at Time 2, controlling for gender and maternal education. At all three times, girls were rated more positively than boys in socioemotional skills and behaviour, except for adjustment to school setting where there were no differences. This study offers the first insight into the links between socio-emotional skills, behaviour and mathematics and literacy performance of preschool children in Serbia which will inform the development and evaluation of interventions. Attrition of the sample limits the findings.

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Intervening in Childhood Social Development

Cited by 6 publications

References 44 publications

Developing Social Skills of Students With Additional Needs Within the Context of the Australian Curriculum

Developing Social Skills of Students With Additional Needs Within the Context of the Australian Curriculum

Spatial influences on socialization in preschool classrooms

Links between socio-emotional skills, behavior, mathematics and literacy performance of preschool children in Serbia

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