The effect social information processing in six-year-old children has on their social competence and peer relationships

The purpose of this study was to investigate the effect social information processing levels has on the social competence (entering a peer group, response towards provocation, response to failure, response to success, social expectations, teacher expectations, reactive aggression, proactive aggression) and peer relationship (prosocial behaviour, exclusion, victimisation) variables of six-year-old children. The Social Information Processing Evaluation, The Preschool Taxonomy of Problem Situation, The Child Behavior Scale, and Peer Victimization Scale were used in this study. According to the study results, it is obvious that skills within the social information processing model of six-year-old children have an effect on their social competence and peer relationship variables.     

Temperament and peer relations: investigating the effect the temperament of 5–6-year-olds has on their peer relations

The purpose of this study is to investigate the predictor effect temperamental characteristics of Turkish children aged between 5 and 6 have on peer relationship variables (social impact, prosocial behaviour, aggression, asocial behaviour, exclusion, fear–anxiety, and victimisation). About 140 children, aged between 5 and 6, and their mothers, from Denizli in Turkey, participated in this study. The Short Temperament Scale for Children was used to measure the temperamental characteristics of children. The Child Behaviour Scale, the Victimisation Scale, and the sociometric technique based on peer nomination were used to assess peer relationship variables. Results of this study concluded that there was a significant positive relationship between the level of approach, persistence, and rhythmicity and social impact and prosocial behaviour; there was a significantly adverse relationship between the level of aggression, asocial behaviour, exclusion, fear–anxiety, and victimisation. The children's level of inflexibility/reactivity had a significant inverse relationship with social impact and prosocial behaviour and a significant positive relationship with aggression, asocial behaviour, exclusion, fear–anxiety, and victimisation levels. All temperamental characteristics taken into consideration for this study had a significant predictor effect on peer relationship variables of children aged between 5 and 6.     

The self-perception,social impact,social preferences and peer relations of Turkish children between the ages of five and six

This study aims to reveal the relationship between the self-perception of five–six-year-old children and the social impact, social preference and various conditions in peer relationships (prosocial behaviour, aggression, asocial behaviour, exclusion, fear-anxiety, hyperactivity and victimisation). Two models are the basis of the objectives for this study. The first is to determine the predictor effect of social impact, social preference and various conditions in peer relationships on the self-perception of kindergarten children (Model 1). The second is to determine the effect of the self-perception of kindergarten children on social impact, social preference and various conditions in peer relationships (Model 2). In the research, which investigates the relationship between self-perception and social impact, social preference and peer relationships on the basis of two different models, the obtained results supported both models to a significant extent (except for the social impact). The results obtained supported Model 2 applied in the research.     

Peer preference: a way of evaluating social competence and behavioural well-being in early childhood

This study investigated the differences in peer preference, gender and temperamental characteristics of children aged five to six in relation to their social competence (SC) and behavioural adaptation. The data were collected through the use of ‘Picture Sociometry Scale’, ‘SC and Behaviour Evaluation Scale’ and ‘Short Temperament Scale for Children’. The participants in the study were 42 preschoolers, their mothers and the children's teachers. The study was carried out in a preschool in Ankara, Turkey. The results revealed that children with higher peer preference showed more SC. Moreover, children with higher level of persistence and approach revealed increased SC while children with higher reactivity had greater anger-aggression behavioural orientation.     

The relationship between motor performance and peer relations in 9- to 12-year-old children

Background Poor motor skills have been associated with peer relationship difficulties, with lower peer preference and greater likelihood of suffering from withdrawal and low self‐worth. Most research into these relationships has focused upon children with motor problems and on activities involving physical skills (play/sport). The current study examined the link between motor performance and peer relations in 9‐ to 12‐year‐old children in both physical and non‐physical (schoolwork) settings using a community sample. Methods Participants were 192 school children whose motor performance was tested using the Movement Assessment Battery for Children. Peer acceptance was assessed using the Peer Rating Scale and teachers completed the Peer Exclusion subscale of the Child Behaviour Scale to indicate each child's peer status. Children were also asked to indicate their level of physical activity and their perceived freedom in leisure using self‐report questionnaires. Results Children with poor motor performance had lower levels of physical activity, and freedom in leisure and were less preferred by their peers in both play and classroom settings. These effects were stronger for boys than for girls. Teacher indicated that children with poorer motor skills experienced higher levels of peer rejection in the classroom setting. When motor performance was separated into fine‐ and gross‐motor performance it was found that only the latter was significantly correlated with peer acceptance in the play context but that fine‐motor skills contributed significantly to variance in teacher ratings of peer exclusion in the classroom setting. Conclusions The results support and extend earlier findings that children with poor motor performance are less accepted by their peers in play settings and provide some support for this extending to settings involving low levels of physical activity (classroom settings). The results similarly support previous findings that motor performance is associated with perceived freedom in leisure and with the likelihood of participating in active pursuits.     

黄山市学龄前儿童被欺凌与行为问题的相关性

了解黄山市区学龄前儿童被欺凌行为的流行特征及其与行为问题的关系,为学龄前阶段预防控制同伴欺凌行为提供基础资料.方法 在黄山市区对方便抽取的2 395名儿童家长,采用问卷调查儿童一般人口学特征、被欺凌行为以及行为问题等.结果 学龄前儿童中最近2个月遭受言语欺凌、关系欺凌、躯体欺凌的报告率分别为7.7%,14.9%,28.3%;36.9%的研究对象报告至少遭受1类被欺凌行为.被言语欺凌和被关系欺凌的报告率均随着年龄的增长呈上升趋势,而被躯体欺凌行为报告率随着年龄增长呈下降趋势(P值均<0.01).学龄前儿童行为问题的7个维度、内外向性行为问题以及行为问题总分均表现为有行为问题者的3类被欺凌行为报告率均高于无行为问题者(P值均<0.05).多因素Logistic回归分析显示,学龄前儿童焦虑问题、躯体化症状、攻击行为、注意问题、多动问题与被言语欺凌关系的OR值均>1.6;攻击行为、注意问题与被关系欺凌关系的OR值均>2.3;躯体化症状、攻击行为与被躯体欺凌关系的OR值均>1.4(P值均<0.05).结论 学龄前儿童被欺凌行为报告率较高,且行为问题与被欺凌行为之间关系密切.     

Preschool children's social and nonsocial play behaviours. Measurement and correlations with children's playfulness,behaviour problems and demographic characteristics

Children's play contributes to their overall development. Yet, not all types of play have the same effects. On the contrary, nonsocial play has been found to be correlated with social, emotional and behavioural difficulties. The present study had a twofold aim. On the one hand it aimed at assessing Greek preschool children's social and nonsocial play, employing the Preschool Play Behaviour Scale, children's playfulness, employing Children's Playfulness Scale, and children's potential behaviour problems, with the Preschool Behaviour Questionnaire. On the other hand, it aimed at examining whether the types of play children engage in are predicted by their playfulness and by potential behaviour problems, as well as whether personal and family variables affect children's social and nonsocial play. Results suggest that the sample exhibits rather medium levels of nonsocial behaviours during play. Thus, correlation analysis showed that social and nonsocial types of play are predicted by playfulness components and that certain behavioural problems and personal and family characteristics are correlated with types of play. Implications are discussed and suggestions for future research are formulated.     

Behaviour problems in extremely low birthweight children at 5 and 8 years of age

This study explored the prevalence and stability of behaviour problems and their prediction from neonatal, medical and family context factors in a group of extremely low birthweight (ELBW) infants assessed at 5 and 8 years of age. Behaviour problems were identified on the basis of several measures: the Total Behaviour Problem Scale and the Adaptive Function Scale of the Child Behaviour Checklist, and the Hyperactivity Index and Hyperactivity Scale from the Conners' Rating Scale. In this group of ELBW infants, the prevalence of behaviour difficulties was somewhat lower than that reported in other studies, and varied according to the measure and informant (parent vs. teacher) used. Also, there was little continuity between those children identified by their parents at 5 years of age as having behaviour problems and those children identified by parent and/or teacher report at 8 years of age. Most of the children identified with behaviour difficulties at 8 years were also reported to have academic difficulties. None of the neonatal or medical factors predicted behaviour difficulties at 8 years of age. In contrast, two family context factors, maternal level of education and family stress, were related to behaviour difficulties at 8 years. These findings indicate that ELBW and the often associated medical complications may not necessarily predispose infants to develop subsequent behaviour difficulties later on in childhood.     

Gender differences in externalising problems among preschool children: implications for early childhood educators

Gender differences in student achievement have been widely studied. Considering the long‐term effects of externalising behaviour problems on children’s later academic performance, it can be conjectured that gender disparities in student achievement may be rooted in developmental characteristics in early childhood. As an effort towards contributing insights to the growing body of knowledge on child development, this study investigated whether variability in externalising behaviour problems among preschool children could be attributed to gender differences. Participants were 110 parents who completed a sociodemographic questionnaire, and rated their child’s behaviour on the Achenbach Child Behaviour Checklist. The children (mean age in months = 45.62 (SD = 10.12)) consisted of 52 boys and 58 girls. This study revealed that boys were reported to exhibit higher rates of externalising problems than girls, and that higher rates of internalising problems also predicted higher rates of externalising problems among these preschool children.     

Bullying: young children's roles,social status,and prevention programmes

Bullying in schools has been identified as a serious and complex worldwide problem associated with young children's victimization. Research studies indicate the frequency and effects of bullying among young children. The effects seem to be across-the-board for both bullies and victims, who are at risk of experiencing emotional, social, and academic difficulties. When preschool children first enter school, they become social members of a peer group. Preschool is the first context outside the home environment where young children encounter social problems when they interact with peers and become exposed to bullying behaviours. The purpose of this review is to present current empirical evidence about the nature and distinctive facet of bullying among preschool children. Studies trace the development of preschool bullying and its pervasiveness. This review describes young children's participation in bullying including their different roles, social status, and prevention programmes.     

Assessment of language development of preschoolers: validating Morrow’s Checklist for Assessing Early Literacy Development

This study aimed to establish the validity of the Language Development Rating Scale and the Attitudes toward Reading and Voluntary Reading Behaviour Rating Scale in Morrow’s Checklist for Assessing Early Literacy Development for use with preschool children in Hong Kong. The sample comprised 2619 preschool children aged three–five years who were currently enrolled in preschool levels K1–K3 in Hong Kong. Analysis showed that the two scales had strong construct validity and internal consistency, and that both fit well to the Rasch model. Nevertheless, findings of the Rasch analysis suggested that the level of the Language Development Scale did not align well with the language proficiency of kindergarten children in the sample who were more proficient than the proficiency levels demanded by the items in the scale. The results suggested such further refinement such as the inclusion of more advanced items may be necessary for valid local applications.     

Early childhood exposure to intimate partner violence and teen depression symptoms in the U.S.

Among the various negative outcomes of intimate partner violence (IPV) exposure to children, depression symptoms are worthy of attention given the effects on well-being and long-term achievement. This study examined the effects of early childhood exposure to IPV between ages 1 and 3 on depression symptoms at age 15 and investigated whether maternal physical punishment at age 5 and peer bullying victimisation at age 9 affected the association. Data came from five waves of the Fragile Families and Child Wellbeing Study. The study was based on 20 U.S. cities with populations of over 200,000 people. The most recent wave of data collection occurs during the period between 2014 and 2017. The final analytic sample was 1,690 children. Structural equation modeling was utilised to examine the effects of exposure to IPV on physical punishment, bullying victimisation, and depression symptoms. Early exposure to IPV was associated with experiencing physical punishment at Year 5, which subsequently increased peer bullying victimisation at Year 9 and then depression symptoms at Year 15. Early exposure to IPV had a direct effect on depression symptoms at Year 15. Early exposure to IPV also had indirect effects on Year 15 depression symptoms through its effects on physical punishment and bullying victimisation. The total standardised effect of early exposure on depression symptoms was 0.06. Consistent with trauma theory and the ecobiodevelopmental framework, the results indicate that exposure to IPV appeared to have a long-term effect on children, manifested in teen depression symptoms.     

父母教养方式及其一致性与学龄前儿童情绪和行为问题的关联研究

目的探讨父母教养方式及其一致性与学龄前儿童情绪和行为问题的关联。方法于2017年10-11月,采用整群抽样方法,以湖北、安徽、江苏11个城市的109所幼儿园为研究现场,将3~6岁的儿童纳入研究,共27987名,回收有效问卷(问卷均由家长或主要监护人填写完成)27200份。采用“长处和困难问卷”和“父母行为量表”收集学龄前儿童情绪和行为问题并对父母教养方式进行评定,并分析不同特征的学龄前儿童情绪和行为异常率的差异;以学龄前儿童情绪和行为问题为因变量,以父母支持/参与和强制/敌意为自变量,采用多因素logistic回归模型分析学龄前儿童情绪和行为问题与父母教养方式及其一致性的关联。结果27200名研究对象的年龄为(4.35±0.96)岁,男性13975名(51.4%),城市儿童24634名(90.6%),独生子女17916名(65.9%)。父母双方支持/参与均高占14.9%,均低11.9%;父母双方强制/敌意均高占15.2%,均低11.3%。学龄前儿童情绪症状、品行行为、多动行为、同伴交往、困难总分、亲社会行为异常率分别为9.5%、9.5%、18.2%、24.5%、11.2%和10.2%。多因素logistic回归模型分析显示,调整性别、独生子女、居住地区、家庭经济状况、母亲年龄和文化程度、父亲文化程度等因素后,与父亲/母亲高支持/参与、低强制/敌意的学龄前儿童相比,父亲/母亲低支持/参与和高强制/敌意者情绪症状、品行行为、多动行为、同伴交往、困难总分和亲社会行为出现异常的风险较高(P值均<0.05);与父母双方均高支持/参与、均低强制/敌意的学龄前儿童相比,父母双方均低支持/参与和均高强制/敌意者情绪症状、品行行为、多动行为、同伴交往、困难总分和亲社会行为出现异常的风险较高(P值均<0.05)。结论父母教养方式及其一致性与学龄前儿童情绪和行为问题相关。     

Voices of children,parents and teachers: how children cope with stress during school transition

This study explores how children's perceptions of stress factors and coping strategies are constructed over time. Children were interviewed before and after they made the transition from preschool to primary school. This study also explores teachers' and parental strategies in helping children to cope with stress at school. The sample included 53 six-year-old children, their parents and teachers. The findings show that children generally could make accurate predictions of unhappy things that might happen during the transition to primary school. Children reported being incompetent in fulfilling teachers' expectations regarding learning, self-help skills and conforming to rules. Children also reported peer conflicts and being nervous about authority. Children learned direct problem-solving skills, seeking social support and emotional regulation at preschool, but had only used the first two coping strategies at school. A majority of parents thought that transition problems affected children's emotions, whereas most teachers thought that transition problems affected children's learning.     

Examination of the effect of perspective-taking skills of six-year-old children on their social competences

The purpose of this study is to reveal the effect of perspective-taking skills of six-year-old children on their social competences. Determined by two independent kindergartens at Yeni?ehir district in Mersin as study groups, 115 children (59 girls, 56 boys) in the age group of 6, constituted the study group of the study. In order to reveal the predictor effect of perspective-taking skill on level of social competence, the technique of simple linear regression analysis was used in the data analysis. According to the results, the cognitive perspective-taking skill of six-year-old children predicted variables of entering a peer group, reaction to provocation, teacher expectations, and reactive aggression in a statistically significant manner. However, the cognitive perspective-taking skill of six-year-old children did not predict variables of reaction to failure, reaction to success, social expectations, and proactive aggression in a statistically significant manner. In addition, perceptual and affective perspective-taking skills did not predict the variables of entering a peer group, reaction to provocation, reaction to failure, reaction to success, social expectations, teacher expectations, reactive aggression, and proactive aggression in a statistically significant manner.     

I think I can’t,I think I can’t: associations between parental pessimism,child affect and children’s well‐being

The present study was designed to examine the relations between parental pessimism and peer relations and health in preschool children and to examine the role that child positive and negative affect played within this relationship. Thirty‐seven mothers and their children (mean age = 48.1 months) volunteered from local preschools and daycares within a mid‐sized Atlantic Canadian city. Mothers completed the Generalized Expectancy for Success Scale—Revised, as well as the Positive and Negative Affect Schedule and a brief demographic questionnaire. Teachers completed the Preschool Play Behaviour Scale. Results revealed significant correlations between parental pessimism and child affectivity and social play, and between child affectivity and various types of play behavior. Significant interactions were also found between parental pessimism and child affectivity in the prediction of social play behavior. Results are discussed in terms of the importance of parental attitudes to a child’s social and physical well‐being.     

‘I am not alone’ – an ethnographic research on the peer support among northern-Finnish children with hearing loss

This study focused on the peer support group activities organized in two northern-Finnish places for children with hearing loss and their experiences of it. This was an ethnographic child research, in which the research participants were 16 (12 girls, 4 boys, aged 7-17 years) northern-Finnish children with hearing loss. The main research data consisted of the researcher’s field notes and diaries, and focus group interviews among the research participants. Additional research data consisted of various questionnaires and background information. Peer support group activities provided children with hearing loss social, functional, cognitive, and emotional peer support. The benefits of peer support were:(1) peer support group activities provided information and coping skills for the children’ daily lives;(2) participation in group activities and group discussions strengthened the children’s social competence; and (2) peer support group activities empowered the participants. The importance of social relationships is discussed based on the findings.     

I think I can't, I think I can't: associations between parental pessimism, child affect and children's well-being

The present study was designed to examine the relations between parental pessimism and peer relations and health in preschool children and to examine the role that child positive and negative affect played within this relationship. Thirty-seven mothers and their children (mean age = 48.1 months) volunteered from local preschools and daycares within a mid-sized Atlantic Canadian city. Mothers completed the Generalized Expectancy for Success Scale—Revised, as well as the Positive and Negative Affect Schedule and a brief demographic questionnaire. Teachers completed the Preschool Play Behaviour Scale. Results revealed significant correlations between parental pessimism and child affectivity and social play, and between child affectivity and various types of play behavior. Significant interactions were also found between parental pessimism and child affectivity in the prediction of social play behavior. Results are discussed in terms of the importance of parental attitudes to a child's social and physical well-being.     

Exploring long-term outcomes of a peer support programme for parents* of children with disability in Australia

Peer support groups can offer parents of children with disability, positive well-being outcomes. Peer support groups not only provide opportunities for connections with others with similar experiences but also provide resources and information, emotional support, a sense of belonging and may help reduce stress and isolation. Peer support groups are an established form of support existing within family centred practice. However, it is unclear whether peer support groups achieve the outcomes that they aim to deliver. Further, little is known about the longer-term outcomes for parents attending such groups. This study aimed to explore the medium- and long-term outcomes and experiences of parents who participated in a peer support programme (the Now and Next programme) for parents of children with disability. Well-being data were collected at three timepoints (Ts): prior to commencing the programme (T1), immediately after completion of the programme (T2) and 6–30 months after completion of the programme (T3). Results of the study showed empowerment and well-being improved from T1 to T2, with gains maintained at T3. Hope scores did not significantly change over time. Participants continued to set and achieve goals over time using resources from the programme. Improvements in parents' well-being and empowerment scores were maintained in the longer-term. Our study contributes to evidence confirming sustained long-term outcomes of peer support programmes and demonstrates that building parent capacity, empowerment and well-being has a lasting effect on the parents of children with disability.     

上海地区学龄前儿童心理卫生状况及相关影响因素的研究

目的 探讨上海地区学龄前儿童心理卫生健康状况, 同时对影响心理卫生健康状况的高危因素进行评估, 以全面了解上海地区儿童早期的心理健康状况。方法 采用分层整群随机抽样方法, 抽取上海市7个区县23个幼儿园的2 073名学龄前儿童进行调查。本研究采用国际上广泛使用的长处和困难问卷(Strength and Difficulty Questionnaire, SDQ)儿童个人及家庭社会环境问卷, 收集儿童心理卫生状况与个人家庭社会环境等信息。结果 进入分析的儿童有1 682人(有效应答率为81.1%), 平均年龄(5.42±0.92)岁, 男童占53.2% 。此次调查结果发现:心理卫生状况问题处于临界水平占11%, 异常占10%, 与其它发达国家水平相类似。但在同伴问题上, 上海地区学龄前儿童的临界以及异常的发生率分别为20% 和21%, 两者总体为41%, 大大超过发达国家。多因素分析后发现, 亲子关系差及父母亲教育收入水平低等是最终影响学龄前儿童心理健康的因素。结论 上海地区学龄前儿童的心理卫生问题发生率, 与发达国家相类似, 唯独同伴关系问题发生率相对较高, 而亲子关系等家庭环境因素是影响学龄前儿童心理问题发生的重要因素。