Social Understanding and Self-Regulation Predict Pre-Schoolers' Sharing with Friends and Disliked Peers: A Longitudinal Study

Autor/inn/en	Paulus, Markus; Licata, Maria; Kristen, Susanne; Thoermer, Claudia; Woodward, Amanda; Sodian, Beate
Titel	Social Understanding and Self-Regulation Predict Pre-Schoolers' Sharing with Friends and Disliked Peers: A Longitudinal Study
Quelle	In: International Journal of Behavioral Development, 39 (2015) 1, S.53-64 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025414537923
Schlagwörter	Metacognition; Longitudinal Studies; Prediction; Prosocial Behavior; Social Cognition; Role; Infants; Measures (Individuals); Preschool Children; Delay of Gratification; Inhibition; Child Development; Peer Relationship; Moral Values; Thinking Skills; Short Term Memory; Perspective Taking; Empathy; Verbal Ability; Attention Control; Helping Relationship; Foreign Countries; Germany; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Vorhersage; Soziale Kognition; Rollen; Infant; Toddler; Toddlers; Kleinkind; Messdaten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Hemmung; Kindesentwicklung; Peer-Beziehungen; Moral value; Ethischer Wert; Denkfähigkeit; Kurzzeitgedächtnis; Zukunftsperspektive; Empathie; Mündliche Leistung; Aufmerksamkeitstest; Helfende Beziehung; Ausland; Deutschland
Abstract	This study examined longitudinal relations between early measures of prosocial action in infancy as well as cognitive and social-cognitive abilities, and the sharing behaviour of preschool children. The results reveal relations between delay-of-gratification at 24 months and inhibitory control at 30 months, and children's sharing at 5 years. Moreover, the analyses showed specific relations between distress understanding at 24 months and preschool children's sharing with friends, and a relation between goal encoding at 7 months and sharing with a disliked other at 5 years. Yet, there were no relations between early measures of prosociality in infancy and preschool children's sharing. The results support the view that inhibitory control competencies and social-cognitive abilities play an important role in the early development of prosocial action. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10