Associations Between Preschoolers' Social-Emotional Competence and Preliteracy Skills
Associations Between Preschoolers' Social-Emotional Competence and Preliteracy Skills
复制标题
DOI：
10.1002/icd.1899
复制
发表时间：
2015-09-01
影响因子：
2.2
通讯作者：
Denham, Susanne A.
中科院分区：
文献类型：
--
作者：
Curby, Timothy W.;Brown, Chavaughn A.;Denham, Susanne A.
识别和理解识字前技能的预测因素可以为孩子的学术生涯奠定基础。最近的文献表明，社会情感能力是帮助儿童学习识字前技能的一个潜在组成部分。为了进一步了解社会情感能力在识字前的作用，各种社会情感能力和识字前的技能在91名学龄前儿童参加七个开端教室之间的关联进行了研究。结构方程模型的结果表明，学龄前儿童的表现力/调节（愤怒/侵略，合作/敏感或焦虑/撤回）和情感知识预测识字前的表现（字母知识和打印和语音意识），以上和超越性别，年龄，母亲的教育，注意力能力和课堂情感支持。这些发现有助于拓宽围绕社会情感能力的研究，并突出其与学术准备的关联。版权所有（c）2015约翰威利父子有限公司
Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the associations between various social-emotional competencies and preliteracy skills in 91 preschool children attending seven Head Start classrooms were examined. Results of structural equation modelling indicated that preschoolers' expressiveness/regulation (angry/aggressive, cooperative/sensitive or anxious/withdrawn) and emotion knowledge predicted preliteracy performance (alphabet knowledge and print and phonological awareness), above and beyond gender, age, maternal education, attentional abilities and classroom emotional support. These findings serve to broaden the research surrounding social-emotional competence and highlight its association with academic readiness. Copyright (c) 2015 John Wiley & Sons, Ltd.