Multiple Dimensions of Biological Development: Implications for Kindergarten Readiness Among Young Children in Poverty

Gullo, Dominic F.

doi:10.5296/jsss.v2i1.6394

Cited by 4 publications

(1 citation statement)

References 35 publications

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“…Social skills are often included as a part of the concept of school readiness, which incorporates several areas related to the child's educational setting, such as physical development, approach to learning (e.g., curiosity and creativity), cognition, language skills, emotional development, and social skills (Gullo, 2015). Social skills have repeatedly been linked to the child's ability to perform well in school (see e.g., Arnold et al, 2012;Doctoroff et al, 2016;McClelland et al, 2006;Quirk et al, 2017;Ray & Elliott, 2006;Rhoades Cooper et al, 2014;Sparapani et al, 2018;Webster-Stratton & Reid, 2004).…”

Section: Childhood Social Skills and School Performancementioning

confidence: 99%

Stability and Change in Early Social Skills Development in Relation to Early School Performance: A Longitudinal Study of A Swedish Cohort

Frogner

Hellfeldt

Ångström

et al. 2021

Early Education and Development

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Research Findings: This study aimed to investigate the developmental path of social skills in early childhood, the associated predictors, and its impact on later school performance. This prospective longitudinal study included 2,121 children, ages 3-5 at baseline, from the general population in a mid-sized Swedish municipality. Results show both stability and change in social skills. Stable low social skills increased the risk for poor school performance, while stable high social skills increased the chance for good school performance in primary school. With some notable gender differences, both individual and family factors were significant predictors of stable low and stable high paths of social skills during early childhood. Practice or Policy: Whether the goal is to improve children's social skills or their performance in school, this study provides important clues for prevention. We identified several potential targets for interventions to promote early social skills development, which may in turn promote positive school performance. It is also notable that there seem to be gender differences in which factors are important, indicating the need for gender-differentiated interventions.

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