Three- to four-year-old children’s socioemotional competencies assessed by kindergarten teachers in general and physical education settings, and by parents at home
Аннотация
Early childhood education programs represent a valuable early learning opportunity for promoting the socioemotional skills. The aims of the study were to validate the socioemotional skills observation scale, to compare 3-4 year-old children’s socioemotional competencies in general kindergarten settings and in a PE session, separately by gender, and to compare 3-4 year-old children’s socioemotional competencies in general kindergarten settings and at home. The participants were 59 children (23 girls, 36 boys) from six communal kindergartens in Finland, their parents, and early educators. The data were analyzed using the confirmatory factor analysis and t-tests. The results showed that the construct of the socioemotional skills model was maintained as a three- factor model comprising self- and social awareness, self-management, and relationship competencies. No differences in teacher-rated socioemotional competencies between general kindergarten settings and the PE session appeared. Girls scored higher in self- and social awareness. There were no gender differences in self-management and relationship skills in kindergarten settings, the PE session and home environment. Parent-rated self- and social awareness was significantly higher than teacher-rated in general kindergarten settings, whereas teacher-rated self-management and relationship skills in general kindergarten settings were higher than parent-rated. These results may benefit the basic and continuing training of both early educators and physical education teachers.
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Takala, K., Kokkonen, M., Gråstén, A., & Liukkonen, J. (2014). Three- to four-year-old children’s socioemotional competencies assessed by kindergarten teachers in general and physical education settings, and by parents at home. Preschool and Primary Education, 3(1), 17–33. https://doi.org/10.12681/ppej.97
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Οι συγγραφείς των άρθρων που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατηρούν τα δικαιώματα πνευματικής ιδιοκτησίας επί των άρθρων τους, δίνοντας στο περιοδικό το δικαίωμα της πρώτης δημοσίευσης. Άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ διατίθενται με άδεια Creative Commons 3.0 και σύμφωνα με την άδεια μπορούν να χρησιμοποιούνται ελεύθερα, με αναφορά στο/στη συγγραφέα και στην πρώτη δημοσίευση για μη κερδοσκοπικούς σκοπούς και με δικαίωμα τροποποίησης μόνον με παρόμοια διανομή (αν αναμείξετε, τροποποιήσετε, ή δημιουργήσετε πάνω στο υλικό, πρέπει να διανείμετε τις δικές σας συνεισφορές υπό την ίδια άδεια όπως και το πρωτότυπο). To Εργαστήριο Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και το Εθνικό Κέντρο Τεκμηρίωσης διατηρούν το δικαίωμα να δημοσιεύουν, να αναπαραγάγουν, να παρουσιάζουν στο κοινό, να διανέμουν και χρησιμοποιούν άρθρα που δημοσιεύονται στο ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ σε οποιοδήποτε μέσο και μορφή είτε μεμονωμένα είτε ως μέρη συλλογικών έργων, για όλο το χρόνο διάρκειας προστασίας της πνευματικής ιδιοκτησίας και για όλες τις χώρες του κόσμου. Αυτό περιλαμβάνει ενδεικτικά και όχι αποκλειστικά, το δικαίωμα δημοσίευσης των άρθρων σε τεύχη του περιοδικού ΠΡΟΣΧΟΛΙΚΗ & ΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ, αναπαραγωγής και διανομής μεμονωμένων αντιγράφων των άρθρων, αναπαραγωγής ολόκληρων των άρθρων σε άλλη έκδοση του Εργαστηρίου Παιδαγωγικών Ερευνών και Εφαρμογών του Παιδαγωγικού Τμήματος Προσχολικής Εκπαίδευσης του Πανεπιστημίου Κρήτης και του Εθνικού Κέντρου Τεκμηρίωσης και αναπαραγωγής και διανομής των άρθρων ή περίληψης αυτών με χρήση πληροφορικού συστήματος αποθετηρίου.
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Duncan, G. J., Dowsett, C., Claessens, A., Magnuson, K., Huston, A., Klebanov, P., Pagani, L. L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43, 1428−1446.
Eldar, E., & Ayvazo, S. (2009). Education through the physical – rationale. Education and Treatment of Children, 32, 471–486.
Elias, M. J., & Weissberg, R. P. (2000). Primary prevention: Educational approaches to enhance social and emotional learning. Journal of School Health, 70, 186–190.
Fagan, J., & Fantuzzo, J. W. (1999). Multirater congruence on the social skills rating system: Mother, father, and teacher assessments of urban Head Start children's social competencies. Early Childhood Research Quarterly, 14, 229-242.
Fantuzzo, J., Bulosky R., McDermott, P., Mosca, S., & Lutz, M. N. (2003). A multivariate analysis of emotional and behavioural adjustment and preschool educational outcomes. School Psychology Review, 32, 185–203.
Fraser, M. L., & Robinson, B. L. (2013). Development of social skills through physical education with a complex needs child population. International Journal of Sport and Society, 3, 113-124.
Greenwood, C. R., Walker, D., Carta, J. J., & Higgins, S. K. (2006). Developing outcome measure of growth in the cognitive abilities of children 1 to 4 years old: The early problem-solving indicator. School Psychology Review, 35, 535–551.
Goudas, M., Dermitzaki, I., & Leondari, A. (2006). The effectiveness of teaching a life skills program a physical education context. European Journal of Psychology of Education, 22, 429–438.
Hair, J., Black, B., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate Data Analysis (6th edition). Upper Saddle River, NJ: Prentice-Hall.
Hassandra, M., Goudas, M., Hatzigeorgiadis, A., & Theodorakis, Y. (2007). A fair play intervention program in school Olympic education. European Journal of Psychology of Education, 22, 99–114.
Herndon, K. J., Bailey, C. S., Shewark, E. A., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. Journal of Genetic Psychology, 174, 642-663.
Holmes-Smith, P., & Coote, L. (2002). Structural equation modeling: From the fundamentals to advanced topics. Melbourne, Australia: School Research, Evaluation, and Measurement Services.
Hotulainen, R., & Lappalainen, K. (2011). Pre-school socio-emotional behavior and its correlation to self-perceptions and strengths of young adults. Emotional & Behavioural Difficulties, 16, 365-381.
Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424–453.
Jacobs, F., Knoppers, A., & Webb, L. (2013). Making sense of teaching social and moral skills in physical education. Physical Education and Sport Pedagogy, 18, 1-14.
Junttila, N. (2010). Social competence and loneliness during the school years – issues in assessment, interrelations and intergenerational transmission. Annales Universitatis Turkuensis B 325. Department of Teacher Education.
Junttila, N., Voeten, M., Kaukiainen, A., & Vauras, M. (2006). Multisource assessment of children’s social competence. Educational and Psychological Measurements, 66, 874−895.
Kalyva, E. (2010). Multirater congruence on the social skills assessment of children with Asberger syndrome: Self, mother, father, and teacher ratings. Journal of Autism and Developmental Disorder, 40, 1202-1208.
Keane, S. P., & Calkins, S. D. (2004). Predicting kindergarten peer social status from toddles and preschool problem behavior. Journal of Abnormal Child Psychology, 32, 409−423.
Kokkonen, J., Kokkonen, M., Telama, R., & Liukkonen, J. (2011). Teachers’ behaviour and pupils’ achievement motivation as determinants of intended helping behaviour in physical education. Scandinavian Journal of Educational Research, 57, 199-216.
Lahaye, M., Luminet, O., van Broeck, N., Bodart, E., & Mikolajczak, M. (2010). Psychometric properties of the emotion awareness questionnaire for children in a French-speaking population. Journal of Personality Assessment, 92, 317-326.
Lane, K. I., Stanton-Chapman, T., Jamison, K., & Phillips, A. (2007). Teacher and parent expectations of preschoolers’ behavior: Social skills necessary for success. Topics in Early Childhood Special Education, 27, 86−92.
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