The association between preschool children's socio-emotional functioning and their mathematical skills

Dobbs, Jennifer; Doctoroff, Greta L.; Fisher, Paige H.; Arnold, David H.

doi:10.1016/j.appdev.2005.12.008

Cited by 106 publications

(113 citation statements)

References 28 publications

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“…This implies that protective factors do not act in isolation. A combination of protective factors has been associated with more optimal social, emotional, and academic outcomes in childhood (Dobbs, Doctoroff, Fisher, & Arnold, 2006). Previous research has indicated that children with multiple protective factors are better able to deal with stressors and the negative consequences associated with risk factors (Blum & Ireland, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…For example, Bates, Maslin and Frankel (1985) found that attachment security to mothers at twelve months did not predict future behavioral concerns in children at age three. Whereas, a robust body of research indicates that self-control is related to long term academic gains, positive social and emotional outcomes, and fewer behavioral concerns (e.g., Dobbs, Doctoroff, Fisher, & Arnold, 2006).…”

Section: Discussionmentioning

confidence: 99%

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Protective Factors as Measured by the DECA —Interrelations and Predictability of Co-Occurring Behavior Concerns

Voris¹,

Mahdavi²,

Davis³

et al. 2013

JEDP

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The current study investigates the relationship between the protective factors of initiative, self-control, and attachment and their ability to predict levels of behavioral concern in a Head Start population (N=1885). Considerable research has found strong connections between protective factors and positive outcomes. However, little research has examined the unique contributions of multiple protective factors concurrently. Results of the current study indicate that when children have any one protective factor they are likely to have other protective factors. When considered individually, protective factors are predictive of low levels of behavior concern. Conversely, when all protective factors are considered together, only self-control predicts a lack of behavior concern. This implies that strength-based screeners can inform interventions that improve protective factors and may reduce behavioral problems in at-risk preschool populations.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Protective Factors as Measured by the DECA —Interrelations and Predictability of Co-Occurring Behavior Concerns

Voris¹,

Mahdavi²,

Davis³

et al. 2013

JEDP

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“…Bu geçiş, davranışsal düzenleme becerilerinin kullanılmasını gerektirdiği gibi bu becerilerin gelişimi üzerinde de belirleyici bir etkiye sahiptir (Pianta ve Rimm-Kaufman, 2006). Okul öncesi eğitim veren kurumlardaki ortam, bu becerilerin gelişmesine olanak sağlayarak okula uyum sağlamaya, öğrenme deneyimlerinden etkili bir biçimde faydalanmaya ve iyi sosyal ilişkiler geliştirmeye yardımcı olabilir (Blair, 2002;Dobbs, Doctoroff, Fisher ve Arnold, 2006). Diğer taraftan, okul öncesi eğitim ortamının yetersiz olması davranışsal becerilerin gelişememesine ve dolayısıyla akademik başarının düşmesine, duygusal problemlere ve hatta okulu bırakma gibi sorunlara yol açabilmektedir (Duncan, Dowsett, Claessens, Magnuson, Husdon, Klebanov ve Japel, 2007;Shaw, Gilliom, Ingoldsby ve Nagin, 2003;Vitaro, Brendgen, Larose ve Tremblay, 2005).…”

Section: Introductionunclassified

Okul Tipinin Okul Öncesi Dönem Davranış Düzenleme Becerileri Üzerindeki Etkisi

Aka¹,

Tilbe²,

Doğruyol³

2017

HUJE

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ÖZ:Davranış düzenleme becerileri çocukların okula hazır olmasını ve uyumunu etkileyen en önemli faktörlerden birisidir. Bu yüzden, bu becerilerin gelişmesine yardımcı olan ya da ketleyen faktörlerin ortaya çıkarılması araştırmacıların ilgisini çekmektedir. Bu faktörler arasında, demografik değişkenlerin, aile ve okul ortamı ile ilgili değişkenlerin yordayıcı etkileri olduğu ortaya konmuştur. Türkiye'de yakın zamanda okul öncesi eğitimin zorunlu eğitime dahil edilmesi ve okula başlama yaşının değiştirilmesi, okul ortamının özellikle de okul öncesi eğitim ortamının davranışsal düzenleme becerileri üzerindeki etkilerinin ortaya çıkarılmasını önemli hale getirmiştir. Bu sebeple, bu çalışmada demografik değişkenler ve ebeveynlik tutumlarının etkileri kontrol edilerek okul tipinin (özel ya da devlet okulu) davranışsal düzenleme becerileri üzerindeki etkileri incelenmiştir. Çalışmaya özel ve devlet okullarında okul öncesi eğitime devam eden, yaşları 53 ila 78 ay arasında değişen 143 çocuk (80 erkek; 63 kız) ve onların anneleri katılmıştır. Davranışsal düzenleme becerilerini ölçmek amacıyla çocuklara Kafa Ayaklar Dizler Omuzlar Ölçümü (KADO) uygulanmıştır. Ayrıca, anneler demografik form ile Aile Hayatı ve Çocuk Yetiştirme Tutum Ölçeği (AHÇYT) doldurmuşlardır. Hiyerarşik regresyon analiz sonuçlarına göre, anne eğitim düzeyi ile sıkı disiplin davranışsal düzenleme becerilerini yordamıştır. Ek olarak, demografik değişkenler ile ebeveynlik tutumlarının etkileri kontrol edildikten sonra, okul tipi değişkeni davranışsal düzenleme becerilerini anlamlı olarak yordamıştır. Anahtar sözcükler: davranışsal düzenleme, ebeveynlik tutumu, okul tipi, erken çocukluk ABSTRACT: Behavioral regulation abilities are one of the most important predictors of child adjustment and school readiness. Thus, the factors facilitating and impeding behavioral regulation abilities have attracted attention of researchers. Within those factors, variables related to the family and the school environment as well as the background variables are powerful predictors of behavioral regulation. Considering the recent enactment incorporating kindergarten in the compulsory education system in Turkey, it is an imperative to focus on the effects of schools, especially kindergartens as a surrounding context, on the behavioral regulation abilities. Therefore, the current study investigated the effects of school type (i.e., public vs. private) on the behavioral regulation of preschoolers by controlling the effects of demographic variables and parenting attitudes. The participants of the current study were 143 public and private school children (80 boys and 63 girls) aged between 53 months and 78 months and their mothers. Head Toes Knees Shoulders Task (HTKS) as a measure of behavioral regulation was administered to children. Mothers filled demographic Form and Parenting Attitude Research Inventory (PARI). Hierarchical regression analyses revealed that education level of mothers and parenting discipline predicted the behavioral regulation abilities. Besides, after contro...

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“…One of these dimensions is child's readiness for school; second dimension is school environment and education practices, practices that support a smooth transition to primary school and readiness of the school that focus on organizing all children's learning. Third dimension is as well as parents' attitude, communication with children, transition to primary school and their development, parents readiness for school that focus on children's interest for first learning (Al Hassan & Lansford 2009;Bruner, Floyd, Copeman, 2003;High, In the studies that are about child's readiness for school, there is a correlation between social skills which is one of the elements of the school readiness and school readiness and future academic success (NICHD Early Child Care Research Network, 2003, Ziv, 2013Coolahan, Fantuzzo, Mendez, & McDermott, 2000;NICHD Early Child Care Network, 2004;Pianta & McCoy, 1997;Zill & West, 2001), and there are studies that states more socially skilled children have better academic success (Bulotsky-Shearer, Fernandez, Dominguez & Rouse, 2011;Dobbs, Doctoroff, Fisher & Arnold, 2006;Escalon & Greenfield, 2009;Fantuzzo, Manz, Atkins & Meyers, 2005;McClelland et. al., 2007;Ziv, 2013).…”

Section: Introductionmentioning

confidence: 99%

Some variables predicting the school readiness of preschool children

Soydan

2017

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi

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ABSTRACT.The main purpose of this study is determining the predictive power of the levels of the school readiness in the preschool children by some variables such as social skills, social interaction practices and education status of the parents. The population of the study in the general screening model is composed of 60 to 66-month old children attending to independent preschools registered by the Ministry of National Education in Konya, Turkey. The sample of this study is selected through stratified sampling method among schools, which represent families and their children of three different socio-economic (low, mid and high), in three central districts of Konya. These levels are determined by the Directorate of National Education. Sample group is composed of 42 preschool teachers and 210 children in total, which is sufficient in terms of the number of the participants. Social Skills Test for Preschool-aged Children, Social Interaction Practices for the Preschool Years (SIPPY) Questionnaire and Metropolitan School Readiness Test were employed in the study. Multiple regression analysis and stepwise regression analysis were used for the analyses of the study. By employing linear multiple regression analysis, it was determined that to what extent the variables social skills, social interaction practices, and education status of the parents predict the school readiness level. At the end of the stepwise regression analysis that was utilized to find out whether aforementioned variables have a significant contribution to predict school readiness level, it was found that 10 % of the school readiness level of 60 to 66-month old children attending pre-school education was explained by environmental strategies about social interaction practices applied by preschool teachers, 4% of it was explained by communication skill that is one of the social skills of the children, and 3 % of it was explained by the education status of the father.

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The association between preschool children's socio-emotional functioning and their mathematical skills

Cited by 106 publications

References 28 publications

Protective Factors as Measured by the DECA —Interrelations and Predictability of Co-Occurring Behavior Concerns

Protective Factors as Measured by the DECA —Interrelations and Predictability of Co-Occurring Behavior Concerns

Okul Tipinin Okul Öncesi Dönem Davranış Düzenleme Becerileri Üzerindeki Etkisi

Some variables predicting the school readiness of preschool children

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