Prospective Associations between Children's Preschool Emotional and Behavioral Problems and Kindergarten Classroom Engagement, and the Role of Gender

Autor/inn/en	Searle, Amelia K.; Sawyer, Michael G.; Miller-Lewis, Lauren R.; Baghurst, Peter A.
Titel	Prospective Associations between Children's Preschool Emotional and Behavioral Problems and Kindergarten Classroom Engagement, and the Role of Gender
Quelle	In: Elementary School Journal, 114 (2014) 3, S.380-405 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/674421
Schlagwörter	Preschool Children; Kindergarten; Young Children; Emotional Problems; Behavior Problems; Learner Engagement; Gender Differences; Parents; Preschool Teachers; Hyperactivity; Attention; Regression (Statistics); Correlation + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühe Kindheit; Geschlechterkonflikt; Eltern; Erzieher; Erzieherin; Kindergärtnerin; Hyperaktivität; Aufmerksamkeit; Regression; Regressionsanalyse; Korrelation
Abstract	This 1-year prospective study aimed to examine associations between children's preschool emotional and behavioral problems and their kindergarten classroom engagement, and to identify any gender differences in this association. In preschool, parents and teachers completed questionnaires assessing aspects of children's (n = 575) emotional and behavioral problems. Teachers rated children's engagement levels 1 year later in kindergarten. Compared with girls, boys showed higher levels of preschool hyperactivity/inattention and conduct problems, and lower kindergarten engagement. Regression analyses revealed that boys' higher hyperactivity/inattention levels almost completely accounted for their engagement disadvantage. However, the lack of interactions suggested that emotional/behavioral problems were related to engagement similarly for boys and girls. Preschool emotional and behavioral problems appear to be important correlates of kindergarten engagement and may be worthwhile targets for early intervention. Though girls and boys may benefit similarly from interventions, boys are disadvantaged from preschool onward and may benefit from greater support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10