School Readiness: Are There Social Prerequisites?

Ladd, Gary W.; Herald, Sarah L.; Kochel, Karen P.

doi:10.1207/s15566935eed1701_6

Cited by 153 publications

(103 citation statements)

References 60 publications

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“…Although these two concepts are related and overlap (Burt, Obradović, Long, & Masten, 2008;Dubow, Tisak, Causey, Hryshko, & Reid, 1991;Eisenberg et al, 2001), they have distinct theoretical meanings (Ladd, Herald, & Kochel, 2006). Whereas social skills refer to socially acceptable learned behaviors enabling effective and positive interaction with others (e.g.…”

Section: Externalizing Behavior and Social Skillsmentioning

confidence: 99%

Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior

Skalická

Stenseng

Wichstrøm

2015

International Journal of Behavioral Development

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Reciprocal relations between student-teacher conflict, children`s social skills and externalizing behavior. A three-wave longitudinal study from preschool to third grade AbstractResearch suggests that the relation between student-teacher conflict and children's externalizing behavior might be reciprocal, and possibly also between student-teacher conflict and children`s social skills. Because children with externalizing behavior also tend to display low levels of social skills, we do not know if one or both of these student characteristics are involved in shaping and being shaped by the relationship to the teacher. In this study, we addressed this by means of a three-wave cross-lagged longitudinal study from preschool to third grade, including measures of social skills, externalizing behavior and student-teacher conflict. Bidirectional relations were observed between student-teacher conflict and social skills from first grade to third grade, and between student-teacher conflict and externalizing behavior between preschool and first grade. However, results from a model including both social skills and externalizing behavior suggested that externalizing behavior is a stronger predictor of conflicted student-teacher relationship than children`s social skills. Studentteacher conflict was predictive of externalizing behavior as well as of later social skills. Effect of children's first-grade externalizing behavior on third-grade student-teacher conflict was gender moderated, with stronger effects of externalizing behavior observed in girls, combined with higher stability in first-grade student-teacher conflict in boys.

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Section: Externalizing Behavior and Social Skillsmentioning

confidence: 99%

Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior

Skalická

Stenseng

Wichstrøm

2015

International Journal of Behavioral Development

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“…During these years, which in western industrial societies generally span 4-12 years of age, children make the transition from spending much of their time in their homes and neighborhoods, into school settings that require them to function in the formal setting of classrooms for extended periods of time every day. Indeed, although many young children in western industrial cultures attend daycare programs before entering formal schooling, the social environment in daycare is importantly different from elementary school (Ladd, Herald, & Kochel, 2006). In school, children have to function in homogeneous age groups which increases the pressure to succeed among age mates, and the standards for academic performance and behavioral self-control increase with each school grade.…”

mentioning

confidence: 99%

Children’s Elementary School Social Experience and Executive Functions Development: Introduction to a Special Section

Lier

Deater‐Deckard

2015

J Abnorm Child Psychol

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Children's executive functions, encompassing inhibitory control, working memory and attention are vital for their self-regulation. With the transition to formal schooling, children need to learn to manage their emotions and behavior in a new and complex social environment that with age increases in the intensity of social interactions with peers and teachers. Stronger executive functions skills facilitate children's social development. In addition, new experiences in the social environments of school also may influence executive function development. The focus of this special section is on this potential impact of elementary school social experiences with peers and teacher on the development of children's executive functions. The collection of papers encompass various aspects of peer and teacher social environments, and cover broad as well as specific facets and measures of executive functions including neural responses. The collection of papers sample developmental periods that span preschool through mid-adolescence. In this introduction, we summarize and highlight the main findings of each of the papers, organized around social interactions with peers and interactions with teachers. We conclude our synopsis with implications for future research, and a specific focus on prevention and intervention.

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“…Indeed, our results showed that the combination IND and COL parental values is more favourable for social competency in children, but for mothers only. This may suggest that mothers' cognition and behaviours are more coherently combined to diminish the likelihood that assertiveness (IND) of children leads to conflicts with peers (COL) or teachers (VER), which is considered by researchers and practitioners as optimal social behaviours for five-year-old children to prepare for school entry (reviewed by Ladd, Herald, & Kochel, 2006). …”

Section: Resultsmentioning

confidence: 99%

The differential contribution of maternal and paternal values to social competence of preschoolers

Bigras

Crepaldi

2013

Early Child Development and Care

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School Readiness: Are There Social Prerequisites?

Cited by 153 publications

References 60 publications

Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior

Reciprocal relations between student–teacher conflict, children’s social skills and externalizing behavior

Children’s Elementary School Social Experience and Executive Functions Development: Introduction to a Special Section

The differential contribution of maternal and paternal values to social competence of preschoolers

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