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dc.contributor.authorPakarinen, Eija
dc.contributor.authorSalminen, Jenni
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorvon Suchodoletz, Antje
dc.date.accessioned2019-01-07T10:38:04Z
dc.date.available2019-01-07T10:38:04Z
dc.date.issued2018fi
dc.identifier.citationPakarinen, E., Salminen, J., Lerkkanen, M.-K., & von Suchodoletz, A. (2018). Reciprocal associations between social competence and language and pre-literacy skills in preschool. <em>Journal of Early Childhood Education Research</em>, 7 (2), 207-234. Retrieved from <a href="https://jecer.org/wp-content/uploads/2018/12/Pakarinen-Salminen-Lerkkanen-vonSuchodoletz-issue7-2.pdf">https://jecer.org/wp-content/uploads/2018/12/Pakarinen-Salminen-Lerkka...</a>fi
dc.identifier.otherTUTKAID_80170
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/60940
dc.description.abstractThe 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSuomen Varhaiskasvatus ry.
dc.relation.ispartofseriesJournal of Early Childhood Education Research
dc.relation.urihttps://jecer.org/wp-content/uploads/2018/12/Pakarinen-Salminen-Lerkkanen-vonSuchodoletz-issue7-2.pdf
dc.rightsIn Copyright
dc.subject.othersosiaalinen oppiminenfi
dc.subject.othersukupuolifi
dc.subject.otheresikoulufi
dc.subject.otherlukutaitofi
dc.subject.otherkirjoitustaitofi
dc.subject.otherkielitaitofi
dc.subject.otherosaaminenfi
dc.titleReciprocal associations between social competence and language and pre-literacy skills in preschoolfi
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201901041064
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologia
dc.contributor.oppiaineKasvatustiede
dc.contributor.oppiaineVarhaiskasvatus
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-01-04T07:15:24Z
dc.description.reviewstatuspeerReviewed
dc.format.pagerange207-234
dc.relation.issn2323-7414
dc.relation.numberinseries2
dc.relation.volume7
dc.type.versionpublishedVersion
dc.rights.copyright© 2018 Pakarinen, Salminen, Lerkkanen, and von Suchodoletz & Suomen Varhaiskasvatus ry. – Early Childhood Education Association Finland.
dc.rights.accesslevelopenAccessfi
dc.format.contentfulltext
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en


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