Links between Preschoolers' Behavioral Regulation and School Readiness Skills: The Role of Child Gender

Autor/inn/en	Son, Seung-Hee; Lee, Kangyi; Sung, Miyoung
Titel	Links between Preschoolers' Behavioral Regulation and School Readiness Skills: The Role of Child Gender
Quelle	In: Early Education and Development, 24 (2013) 4, S.468-490 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2012.675548
Schlagwörter	Foreign Countries; Preschool Children; School Readiness; Child Behavior; Gender Differences; Predictor Variables; Age Differences; Verbal Ability; Intelligence; Mothers; Educational Attainment; Self Control; Reading Skills; Skill Development; Inhibition; Teacher Attitudes; Preschool Teachers; Early Reading; Mathematics Skills; Interpersonal Competence; Path Analysis; South Korea (Seoul); Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Geschlechterkonflikt; Prädiktor; Age; Difference; Age difference; Altersunterschied; Mündliche Leistung; Intelligenz; Klugheit; Mother; Mutter; Bildungsabschluss; Bildungsgut; Selbstbeherrschung; Reading skill; Lesefertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Hemmung; Lehrerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Frühlesen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Interpersonale Kompetenz; Pfadanalyse
Abstract	Research Findings: We examined relations among preschoolers' behavioral regulation, gender, and school readiness outcomes in preacademic and classroom skills using a sample of South Korean preschoolers aged 3-5 ("N" = 229). Behavioral regulation was assessed using a direct measure, the Head-Toes-Knees-Shoulders task, which requires children to switch rules by responding in the opposite way to 4 different oral commands. Results demonstrated nonsignificant gender differences in behavioral regulation and academic skills but significant gender differences in classroom work-related skills and social skills, with higher scores for girls. Multilevel path modeling revealed that behavioral regulation predicted none of the preacademic skills and classroom behaviors after child age, gender, verbal intelligence, maternal education, and classroom nesting were controlled. However, there was an interaction effect of behavioral regulation and gender for early reading; the contribution of behavioral regulation to early reading was positive and stronger for boys. Practice or Policy: These results suggest that behavioral regulation is not an overall strong predictor of school readiness in South Korean children. Early educators need to support the development of behavioral regulation skills, especially for boys, as these skills may work as an important path to school readiness when children lack other classroom social strategies and resources. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10