Hartas, Dimitra, 1966-. (2012) Children's social behaviour, language and literacy in early years. Oxford Review of Education, Vol.38 (No.3). pp. 357-376. ISSN 0305-4985

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Abstract

Using a longitudinal, UK representative sample from the Millennium Cohort Study, the present study examined longitudinal variations in parent ratings of child social, emotional and behavioural difficulties and prosocial behaviour (preschool to end of Key Stage 1); the magnitude of parent-teacher agreement regarding behaviour ratings; and concurrent relationships between behaviour and language and literacy at the end of the Key Stage 1. The findings showed significant downward trends in ratings of young children’s social and behavioural difficulties and an increase in ratings of prosocial behaviour over the 3-7 years period. Ratings of emotional difficulties remained fairly stable over the same period. Also, medium- to- strong language and literacy effects were found for behavioural difficulties (e.g. hyperactivity) and prosocial behaviour. Finally, teacher-parent agreement regarding behaviour ratings was found to be modest and higher for social and behavioural difficulties, hyperactivity in particular, than for emotional symptoms and prosocial behaviour. These findings have important implications for preschool and primary school policy and practice regarding children’s social behaviour.

Item Type:	Journal Article
Subjects:	H Social Sciences > HQ The family. Marriage. Woman
Divisions:	Faculty of Social Sciences > Institute of Education
Library of Congress Subject Headings (LCSH):	Behavior disorders in children, Children -- Conduct of life, Emotions in children, Behavioral assessment of children, Social skills in children, Child development, Children -- Books and reading
Journal or Publication Title:	Oxford Review of Education
Publisher:	Taylor & Francis
ISSN:	0305-4985
Date:	21 May 2012
Volume:	Vol.38
Number:	No.3
Page Range:	pp. 357-376
Identification Number:	10.1080/03054985.2012.699748
Status:	Peer Reviewed
Publication Status:	Published
Access rights to Published version:	Restricted or Subscription Access
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URI:	http://wrap.warwick.ac.uk/id/eprint/47075

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