The longitudinal role of early family risks and early social-emotional problems for friendship quality in preadolescence—A regression model

Gasser-Haas, Olivia; Sticca, Fabio; Seiler, Corina Wustmann

doi:10.1371/journal.pone.0253888

Cited by 6 publications

(5 citation statements)

References 68 publications

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“…Early language development has become a public health priority because of its association with lower quality of life ages 4–13 (Law & Levickis, 2018; Le et al, 2021). Similarly, positive social-emotional development in early childhood predicts academic outcomes and later adult mental health, employment, and social relationships (Gasser-Haas et al, 2021; Hammer et al, 2018). Notably, children and youth with mental health and behavioral challenges often present with undiagnosed language disorders in clinical and youth justice populations (Chow et al, 2021b; Cohen et al, 1998).…”

Section: Critical Linkages Between Language and Social-emotional Deve...mentioning

confidence: 99%

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development

Kaiser

Chow

Cunningham

2022

Policy Insights from the Behavioral and Brain Sciences

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Early language skills and prosocial behavior contribute to positive outcomes across the lifespan. Screening has improved the identification and early intervention (EI) for children with hearing loss, autism spectrum disorders, and genetically based disabilities. However, many children with significant functional impairments in language and behavior are not identified before school entry. These children have missed a critical window for EI that might have prevented or mitigated persistent developmental language impairment and challenging behaviors. The critical need for early identification of children with delays in both language and social-emotional development by proposing a preventive, universal screening approach. This approach to early screening aims to reduce the number of children on a trajectory of academic failure and social difficulties as a result of these early developmental delays.

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Section: Critical Linkages Between Language and Social-emotional Deve...mentioning

confidence: 99%

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development

Kaiser

Chow

Cunningham

2022

Policy Insights from the Behavioral and Brain Sciences

View full text Add to dashboard Cite

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“…Contrastingly, the friendship quality dimension obtained a low mean score. This could be due to the low social skills among the primary school students (Gasser-Haas et al, 2021) because the situation of the Covid-19 pandemic had limited the environment for the children to play, and made it impossible for them to go to school and interact with their friends (Sirem & Baş, 2020).…”

Section: Discussionmentioning

confidence: 99%

Parental Involvement and Peer Relationships towards Primary School Students Social Awareness

Ying¹,

Kutty²

2023

IJARPED

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The important of this study is to understanding the factors that shape a child's social awareness. By examining the impact of these factors, researchers and educators can develop strategies to promote positive social development and academic success for children. Social awareness is an aspect that emphasises a person's ability to be more empathetic, understanding and to recognize the perspectives and feelings of others in a social context. In order to strengthen social awareness among primary school students, parental involvement and peer relationships play an important role. A quantitative study using a survey research design was conducted to identify the relationship between parental involvement and peer relationships with the primary school students' social awareness. A total of 410 primary school students aged between 10-12 were selected as respondents for this study through a simple random sampling technique. Pearson's correlation analysis showed a positive and significant relationship between parental involvement and social awareness of primary school students (r=0.531, p<0.001). Additionally, Pearson's correlation analysis also showed a positive and significant relationship between peer relationships and social awareness of primary school students (r=0.405, p<0.001). This study has implications for parents to realise the importance of their involvement in school activities and their children's daily activities in contributing towards students' level of social awareness. The findings of this study can serve as a guideline for parents and educators to take the initiative in helping students build healthy friendships with peers so that students' social awareness skills can be enhanced. Future researcher can expand their finding with pre-school children or focus on other locations and larger groups to gain a more comprehensive picture of this study.

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“…Children with adverse family experiences have already faced SED challenges with parental care missing (e.g. Gasser‐Haas et al, 2021; Labella et al, 2019; Washington, 2018); it is reasonable to understand the developmental deficits of children cared for by surrogated grandparents. On the other hand, Chinese culture places importance on family responsibilities (Jean Yeung & Park, 2016; Lee & Ku, 2007).…”

Section: Discussionmentioning

confidence: 99%

Multigenerational care or parental care? Familial care types, social–emotional development and mediation of parent–child relationship of single‐parent children in mainland China

Wang

Fan

Zhang

et al. 2023

Child & Family Social Work

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Children from single-parent families are at risk for problems related to socialemotional development (SED). This study investigated the associations between familial care types and single-parent children's SED, and the possible pathways through the mediation of parent-child relationship. This study analysed 431 singleparent children (50.0% girls) drawn from a local database with a total of 2507 children studying in Grades 4 to 8. We compared the SED of single-parent children in multigenerational care and those in parental care. We then tested the possible mediating effect of parent-child relationship between familial care types and children's SED. The study found that there were no deficits in the SED of singleparent children in multigenerational care compared with those in parental care. Multigenerational care had no direct relationship with the SED of single-parent children after the mediator of the parent-child relationship was entered. The parent-child relationship mediated the associations between familial care types and four dimensions of the single-parent children's SED. These findings provided support for multigenerational and parental care, and also directions for family care strategies and developing social service programmes to promote the SED of singleparent children in China.

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The longitudinal role of early family risks and early social-emotional problems for friendship quality in preadolescence—A regression model

Cited by 6 publications

References 68 publications

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development

Parental Involvement and Peer Relationships towards Primary School Students Social Awareness

Multigenerational care or parental care? Familial care types, social–emotional development and mediation of parent–child relationship of single‐parent children in mainland China

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