Reference : Links between socio-emotional skills, behaviour and cognitive development of preschoo...
Scientific journals : Article
Social & behavioral sciences, psychology : Education & instruction
Educational Sciences
http://hdl.handle.net/10993/32182
Links between socio-emotional skills, behaviour and cognitive development of preschool children in Serbia: A longitudinal study
English
Aleksic, Gabrijela mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Merrell, Christine [Durham University]
Ferring, Dieter [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Integrative Research Unit: Social and Individual Development (INSIDE) >]
Tymms, Peter [Durham University]
Klemenovic, Jasmina mailto [University of Novi Sad]
2018
European Journal of Psychology of Education
Instituto Superior de Psicologia Aplicada
Yes (verified by ORBilu)
International
0256-2928
Lisboa
Portugal
[en] socio-emotional skills ; behaviour ; preschool children
[en] Young children’s socio-emotional skills are important for understanding their own and other’s behaviours and interactions. No study in Serbia has investigated this before. In this study we explored the links between early socio-emotional skills, behaviour and cognitive development of preschool children in Serbia over time. Children (N=159) aged 5-8 were rated by the teachers on their socio-emotional skills and behaviour, and their literacy and mathematics assessed, at three-time points over 14 months. At Time 3, children’s socio-emotional skills and behaviour were associated with gender and mathematics. Mathematics was associated with children’s social skills and literacy. Literacy was associated with adjustment, gender and mathematics. At all three times, girls were rated more positively than boys. This study offers the first insight into the relationship between socio-emotional skills, behaviour and mathematics and literacy performance of preschool children in Serbia which will inform the development and evaluation of interventions. Attrition of the sample limits the findings.
Fonds National de la Recherche - FnR
http://hdl.handle.net/10993/32182
This is a manuscript announcement. The paper is under review in the respective Journal.

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