Preschoolers' Social Information Processing and Early School Success: The Challenging Situations Task

Autor/inn/en	Denham, Susanne A.; Way, Erin; Kalb, Sara C.; Warren-Khot, Heather K.; Bassett, Hideko H.
Titel	Preschoolers' Social Information Processing and Early School Success: The Challenging Situations Task
Quelle	In: British Journal of Developmental Psychology, 31 (2013) 2, S.180-197 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1111/j.2044-835X.2012.02085.x
Schlagwörter	Preschool Children; Social Cognition; Interpersonal Competence; Cognitive Processes; Kindergarten; School Readiness; Social Development; Emotional Development; Emotional Response; Child Behavior; Predictive Validity; Student Adjustment; Regression (Statistics); Peer Relationship; Virginia; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition; Interpersonale Kompetenz; Cognitive process; Kognitiver Prozess; Readiness for school; School ability; Schulreife; Soziale Entwicklung; Gefühlsbildung; Emotionales Verhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Regression; Regressionsanalyse; Peer-Beziehungen
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 298 four-year-olds from Head Start and private childcare settings. Measurement focused on emotions children would feel during these situations, and their behaviour response decisions. Participants most often chose sad and angry emotions, and socially competent and passive behaviours. Relations were found between sad emotion and socially competent behaviour choices, as well as between angry emotion and aggressive behaviour choices. Sad emotion and socially competent behaviour responses contributed to variance in contemporaneous and later school adjustment and kindergarten academic readiness. There was evidence that the contributions of sad emotion responses were mediated by those of socially competent behaviour choices. Results bolstered calls to include emotion in SIP measures, supported predictive validity for this SIP measure in a large representative sample of preschoolers, and pointed to fruitful pathways for future research. (Contains 7 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10