Children’s social behaviour, language and literacy in early years

Abstract

Using a longitudinal, UK representative sample from the Millennium Cohort Study, the present study examined longitudinal variations in parent ratings of child social, emotional and behavioural difficulties and prosocial behaviour (preschool to end of Key Stage 1); the magnitude of parent-teacher agreement regarding behaviour ratings; and concurrent relationships between behaviour and language and literacy at the end of the Key Stage 1. The findings showed significant downward trends in ratings of young children's social and behavioural difficulties and an increase in ratings of prosocial behaviour over the 3-7 years period. Ratings of emotional difficulties remained fairly stable over the same period. Also, medium-to-strong language and literacy effects were found for behavioural difficulties (eg, hyperactivity) and prosocial behaviour. Finally, teacher-parent agreement regarding behaviour ratings was found to be modest but higher for social and behavioural difficulties, hyperactivity in particular than for emotional symptoms and prosocial behaviour. These findings have important implications for preschool and primary school policy and practice regarding children's social behaviour.Keywords: social behaviour, behaviour difficulties, language and behaviour Children's social behaviour, language and literacy in early years

The impact of language skills and social competence on play behaviour in toddlers

“…The aim of this study was to investigate whether there is an association between social functioning and language proficiency in Norwegian toddlers at the age of 33-months, against the background of the fact that the relationship between social problems and language skills in toddlers is unclear in the literature (Hartas 2012). A further aim was to identify the unique contribution of language skills and social competence, respectively, to toddlers' functioning in play; that issue will be discussed later.…”

“…The choice to explore functioning in play instead of behavioural difficulties made it possible to discern a link between social aspects and languagesuch as has been found to exist in older childreneven in toddlers under the age of three. With regard to limitations, using ratings made by Barnehage staff of toddlers' language skills and social competence certainly has its disadvantages, but it should be emphasised that, in practice, teacher reports are an important basis for decisions about further referral in that they offer a normative view of children's linguistic and social competence (Hartas 2012). Further, since the Barnehages were able to keep the observational materials relating to the toddlers in their own groups, the information could be used in ways that might benefit individual children.…”

Emotional and behavioural function in children with language problems- a longitudinal, population- based study

“…Varoius explanations have been suggested to account for assosiations between LP and EBD. LP may impair childrens' abilities to regulate their emotions leading to frustration and anger negatively affecting interaction with peers; inattention and hyperactivity may contribute to LPs; the two conditions coexist and influence each other, and EBD and LP may share an underlaying deficit that may explain their links (Gillberg 2010;Haratas 2012). Others have pointed to common risk factors for LP and EBD, e.g.…”

Concept of initial literacy in preschool children

“…Релевантно истраживање овог феномена спровео је Хартас (Hartas, 2012). Путем овог истраживања представио је низ доказа који потврёују да дете које има језичке потешкоће најчешће показује и проблематично пона-шање, и обрнуто.…”