The Relationship Between Social Behavior and Emergent Literacy Among Preschool Boys and Girls

Autor/inn/en	Doctoroff, Greta L.; Greer, Joseph A.; Arnold, David H.
Titel	The Relationship Between Social Behavior and Emergent Literacy Among Preschool Boys and Girls
Quelle	In: Journal of Applied Developmental Psychology, 27 (2006) 1, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2005.12.003
Schlagwörter	Social Behavior; Emergent Literacy; Preschool Children; Gender Differences; Aggression; Learning Problems; Affective Behavior; Males; Females; Student Behavior; Peer Relationship + Suchen Sie Ihr Suchwort? Social behaviour; Soziales Verhalten; Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Geschlechterkonflikt; Lernproblem; Affective disturbance; Active behaviour; Affektive Störung; Male; Männliches Geschlecht; Weibliches Geschlecht; Student behaviour; Schülerverhalten; Peer-Beziehungen
Abstract	The purpose of the present study was to investigate relationships between social behaviors and emergent literacy among young children, and sex differences in these relationships. Participants were 123 ethnically and socioeconomically diverse preschoolers (63 girls, 60 boys). Social behaviors were observed in classrooms, and emergent literacy skills were assessed with standardized tests. Among boys, difficulties with emergent literacy were associated with aggressive misbehavior and fewer prosocial interactions, while neither of these relationships was observed for girls. Emergent literacy difficulties in both boys and girls were related to higher levels of solitary play and more frequent displays of negative affect. These findings suggest that learning problems in girls may be associated with different, less obvious factors than in boys. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10