Reciprocal associations between social competence and language and pre-literacy skills in preschool
Pakarinen, E., Salminen, J., Lerkkanen, M.-K., & von Suchodoletz, A. (2018). Reciprocal associations between social competence and language and pre-literacy skills in preschool. Journal of Early Childhood Education Research, 7(2), 207-234. https://jecer.org/wp-content/uploads/2018/12/Pakarinen-Salminen-Lerkkanen-vonSuchodoletz-issue7-2.pdf
Published inJournal of Early Childhood Education Research
DisciplineKasvatuspsykologiaKasvatustiedeVarhaiskasvatusKasvatuspsykologiaEducationEarly Childhood Education
© 2018 Pakarinen, Salminen, Lerkkanen, and von Suchodoletz & Suomen Varhaiskasvatus ry. – Early Childhood Education Association Finland.
The present study examined reciprocal associations between children’s social competence and language and pre-literacy skills across the preschool year. Participants were 441 children (six-year-olds; 212 boys, 229 girls) and their teachers. Teachers rated children’s social competence in the autumn and again in the spring, using the Multisource Assessment of Social Competence Scale (MASCS), which produced sum scores for cooperating skills, empathy, impulsivity and disruptiveness. Children were tested by trained investigators on their pre-literacy skills in both the autumn and the spring, and, only in the spring, also on their receptive vocabulary. Parental education, each child’s age and time elapsed between the measurement points were used as control variables. The gender differences in the reciprocal associations were also investigated. The results showed that cooperating skills predicted a higher vocabulary. Associations between social competence and pre-literacy skills varied between boys and girls. For girls, empathy and cooperating skills predicted higher pre-literacy skills, whereas, for boys, pre-literacy skills predicted subsequent empathy. For boys, higher pre-literacy skills were related to lower disruptiveness and impulsivity, whereas, for girls, higher disruptiveness predicted lower pre-literacy skills. The findings highlight the reciprocal association between social-emotional and pre-literacy skills and emphasise the importance of promoting children’s overall development during the preschool year. ...
PublisherSuomen Varhaiskasvatus ry.
Dataset(s) related to the publicationhttps://doi.org/10.17011/jyx/dataset/77741
Lerkkanen, Marja-Kristiina, Pakarinen, Eija (2021). Teacher and Student Stress and Interaction in Classroom (TESSI). V. 31.7.2021. https://doi.org/10.17011/jyx/dataset/77741. https://urn.fi/URN:NBN:fi:jyu-202109104845
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Postdoctoral Researcher, AoF; Research profiles, AoF
Additional information about fundingThisstudy was funded by a grant from Ella and Georg Ehrnrooth Foundation, personal funding for the first author from Academyof Finland (grant #277299) and other grants from the same funding agency for the second (#308070) and third author (#292466).
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