Relations Between Behavior Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and Kindergarten

Bulotsky‐Shearer, Rebecca J.; Domínguez, Ximena; Bell, Elizabeth R.; Rouse, Heather L.; Fantuzzo, John W.

doi:10.1177/1063426609351172

Cited by 56 publications

(39 citation statements)

References 66 publications

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“…Social behaviors, including cooperation, emotional aspects of self-control and avoidance of externalizing behaviors are important to a healthy transition into school, as well as to motivation, involvement in learning, and relationships with peers and teachers (Bulotsky-Shearer et al, 2010; Whittaker & Harden, 2010). This study observed that children’s object-manipulation skills have strong relations with development of positive social skills (cooperation, emotional aspects of self-control) and avoidance of negative behaviors (externalizing/hyperactivity) in preschool classrooms.…”

Section: Discussionmentioning

confidence: 99%

“…Children who exhibit more externalizing behaviors in preschool or elementary school often face challenges establishing positive relationships with peers, teachers (Bulotsky-Shearer, Dominguez, Bell, Rouse, & Fantuzzo, 2010; Whittaker & Harden, 2010), and family members (Larsson, Viding, Rijsdijk, & Plomin, 2008). Young children with externalizing behaviors also show less motivation to learn and fewer positive attitudes about learning in preschool, which is connected to lower achievement in elementary school (McWayne & Cheung, 2009).…”

Section: Relationship Between Object Manipulation Skills and Social Bmentioning

confidence: 99%

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Relations of Preschoolers' Visual-Motor and Object Manipulation Skills With Executive Function and Social Behavior

MacDonald

Lipscomb

McClelland

et al. 2016

Research Quarterly for Exercise and Sport

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Purpose The purpose was to examine specific linkages between early visual-motor integration skills and executive function, as well as between early object manipulation skills and social behaviors in the classroom over the preschool year. Method 92 children between the ages of 3–5 years old (mean age 4.31 years) were recruited to participate. Comprehensive measures of visual motor integration skills, object manipulation skills, executive function and social behaviors were administered in the fall and spring of the preschool year. Results Our findings indicated that children who had better visual-motor integration skills in the fall had better executive function scores, (B = .47 [.20], p < .05, β = .27) in the spring of the preschool year after controlling for age, gender, Head-Start status, and site location, but not after controlling for children’s baseline levels of executive function. In addition, children who demonstrated better object-manipulation skills in the fall showed significantly stronger social behavior in their classrooms (as rated by teachers) in the spring, including more self-control, (B −.03 [.00], p < .05, β = .40), more cooperation, (B = .02 [.01], p < .05, β = .28), and less externalizing/hyperactivity, (B = −.02 [.01], p < .05, β = −.28) after controlling for social behavior in the fall and other covariates. Conclusion Children’s visual motor integration and object manipulation skills in the fall have modest to moderate relations with executive function and social behaviors later in the preschool year. These findings have implications for early learning initiatives and school readiness.

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Section: Discussionmentioning

confidence: 99%

Section: Relationship Between Object Manipulation Skills and Social Bmentioning

confidence: 99%

Relations of Preschoolers' Visual-Motor and Object Manipulation Skills With Executive Function and Social Behavior

MacDonald

Lipscomb

McClelland

et al. 2016

Research Quarterly for Exercise and Sport

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“…For example, in a study in a lower-to-middle class sample of kindergarteners and first graders, teacher-rated DB problems negatively predicted peer-rated social preference scores at 1 and 2 years’ follow-up (Schwartz et al 1999). Likewise, in an ethnically diverse sample of boys and girls enrolled in Head Start, teacher ratings of DB problems in preschool predicted (different) teacher ratings of social competence in kindergarten (Bulotsky-Shearer et al 2010). Finally, in one study beginning in toddlerhood, parent-rated DB problems at age 2 were negatively associated with sociometric ratings of liking in kindergarten (Keane and Calkins 2004).…”

Section: Studies Of Db Problems and Social Functioning That Do Not Acmentioning

confidence: 99%

The Predictive Utility of Early Childhood Disruptive Behaviors for School-Age Social Functioning

Brennan

Shaw

Dishion

et al. 2014

J Abnorm Child Psychol

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Research suggests that school-age children with disruptive behavior (DB) problems frequently demonstrate impaired social skills and experience rejection from peers, which plays a crucial role in the pathway to more serious antisocial behavior. A critical question is which DB problems in early childhood are prognostic of impaired social functioning in school-age children. This study examines the hypothesis that aggression in early childhood will be the more consistent predictor of compromised social functioning than inattentive, hyperactive-impulsive, or oppositional behavior. Participants included an ethnically diverse sample of 725 high-risk children from 3 geographically distinct areas followed from ages 2 to 8.5. Four latent growth models of DB from child ages 2 to 5, and potential interactions between dimensions, were used to predict latent parent and teacher ratings of school-age social dysfunction. Analyses were conducted in a multi-group format to examine potential differences between intervention and control group participants. Results showed that age 2 aggression was the DB problem most consistently associated with both parent- and teacher-rated social dysfunction for both groups. Early starting aggressive behavior may be particularly important for the early identification of children at risk for school-age social difficulties.

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“…Building Empathy 167 associated with externalizing and internalizing difficulties that interfere with children's lives both at home and in school (Bornstein, Hahn, & Haynes, 2010;Bulotsky-Shearer, Domínguez, Bell, Rouse, & Fantuzzo, 2010).…”

mentioning

confidence: 99%

Building Empathy Through Identification and Expression of Emotions: A Review of Interactive Tools for Children With Social Deficits

Maynard

Monk

Booker

2011

Journal of Creativity in Mental Health

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This article is a review of available interactive aids designed to enhance the identification and expression of feelings in children.These skills are part of the overall development of empathy. The development of empathy, in turn, is crucial for social competence, social relatedness, and prosocial behavior. Improving these skills is likely to improve the social functioning of children. Children and adolescents with attention-deficit hyperactivity disorder, conduct disorder, and autism spectrum disorder demonstrated significant social deficits, which can influence the development of empathy. The goal of this article is to describe five interactive aids to foster empathy by teaching a more accurate identification of emotions and expression of feelings.

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Relations Between Behavior Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and Kindergarten

Cited by 56 publications

References 66 publications

Relations of Preschoolers' Visual-Motor and Object Manipulation Skills With Executive Function and Social Behavior

Relations of Preschoolers' Visual-Motor and Object Manipulation Skills With Executive Function and Social Behavior

The Predictive Utility of Early Childhood Disruptive Behaviors for School-Age Social Functioning

Building Empathy Through Identification and Expression of Emotions: A Review of Interactive Tools for Children With Social Deficits

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