'You Hit Me! That's Not Nice and It Makes Me Sad!!': Relations of Young Children's Social Information Processing and Early School Success

Autor/inn/en	Denham, Susanne A.; Bassett, Hideko H.
Titel	'You Hit Me! That's Not Nice and It Makes Me Sad!!': Relations of Young Children's Social Information Processing and Early School Success
Quelle	In: Early Child Development and Care, 190 (2020) 6, S.791-805 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1491562
Schlagwörter	Social Development; Preschool Children; Self Control; Emotional Development; Student Behavior; Cognitive Processes; Readiness; Language Acquisition; Emergent Literacy; Preschool Education; Child Care Centers + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstbeherrschung; Gefühlsbildung; Student behaviour; Schülerverhalten; Cognitive process; Kognitiver Prozess; Sprachaneignung; Spracherwerb; Frühleseunterricht; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung
Abstract	As part of a larger longitudinal project on the assessment of preschoolers' social-emotional development, children's social information processing (SIP) responses to unambiguous hypothetical situations of peer provocation were assessed for 239 preschoolers from Head Start and private childcare settings. SIP measurement focused on emotions children would feel during these situations, and their behaviour response decisions. The aims of the study were to examine foundations of these SIP responses in self-regulation and emotion knowledge, as well as to consider how adaptive SIP responding predicted concurrent classroom adjustment and pre-academic preacademic literacy. Using a PLS modelling procedure, results showed that both self-regulation and emotion knowledge were associated with adaptive SIP responding. Moreover, adaptive SIP responding predicted classroom adjustment and pre-academic preacademic literacy. Discussion centres on the contribution of social-emotional competence to preacademic literacy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01