The Relation between Chinese Preschoolers' Social-Emotional Competence and Preacademic Skills

Autor/inn/en	Ren, Lixin; Knoche, Lisa L.; Edwards, Carolyn Pope
Titel	The Relation between Chinese Preschoolers' Social-Emotional Competence and Preacademic Skills
Quelle	In: Early Education and Development, 27 (2016) 7, S.875-895 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2016.1151719
Schlagwörter	Foreign Countries; Preschool Children; Correlation; Social Development; Emotional Development; Academic Ability; Gender Differences; Parent Background; Educational Attainment; Principals; Withdrawal (Psychology); Attention; Behavior Problems; Social Behavior; Student Behavior; Depression (Psychology); Anxiety; Questionnaires; Check Lists; Child Behavior; School Readiness; China; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Soziale Entwicklung; Gefühlsbildung; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Principal; Schulleiter; Rückzugsverhalten; Aufmerksamkeit; Social behaviour; Soziales Verhalten; Student behaviour; Schülerverhalten; Angst; Fragebogen; Checkliste; Readiness for school; School ability; Schulreife
Abstract	Research Findings: The current study examines the relations between Chinese preschoolers' social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of the target children completed measures of children's social-emotional competence and preacademic skills. Multiple aspects of social-emotional competence were investigated. The results showed that children's withdrawn behaviors and attention problems were negatively related to their preacademic skills. Both parent- and teacher-reported positive social behaviors were positively related to children's preacademic skills. In addition, child gender and parental education together moderated the effects of children's anxious/depressed problems and parent-reported social behaviors on children's preacademic skills. Practice or Policy: Teacher training and support are needed to help preschool teachers (a) better support children who are socially withdrawn or have difficulty regulating attention and (b) understand the construct and importance of social-emotional development in relation to children's preacademic development . In addition, child characteristics such as age and gender and socioeconomic factors need to be taken into consideration in the study of young children's social-emotional and cognitive competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01