For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
29
views
35
references
 Top references
cited by
13
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
0 collections
    0
    shares
      156
      similar
       All similar
      • Record: found
      • Abstract: found
      • Article: not found

      Förderung sozial-emotionaler Kompetenz in der frühen Kindheit

      Author(s): 1 , 2
      Publication date Created:
      Publication date (Print):
      Journal: Kindheit und Entwicklung
      Publisher: Hogrefe Publishing Group

      Read this article at

      ScienceOpenPublisher
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Die frühe Förderung sozial-emotionaler Fertigkeiten als präventive Maßnahme zur Unterstützung dieses zentralen Entwicklungsbereiches zeigt kurz- und längerfristige Auswirkungen auf ein positives Sozialverhalten, die Lernmotivation und den Schulerfolg sowie die physische und psychische Gesundheit von Kindern. Es werden strukturierte Förderprogramme für verschiedene Ziel- und Altersgruppen, nämlich Bezugspersonen von Klein-, Vorschul- und Grundschulkindern vorgestellt und dabei Möglichkeiten und Grenzen der Förderung aufgezeigt. Demnach profitieren vor allem Risikokinder von einer frühen Förderung sozial-emotionaler Kompetenz. Schließlich werden auf der Grundlage von Evaluationsergebnissen Empfehlungen für den Einsatz von Entwicklungsscreenings und Fördermaßnahmen in (früh-)pädagogischen Einrichtungen ausgesprochen und ein Mehr-Ebenen-Modell vorgestellt, mit dem eine individuelle und bedarfsgerechte Förderplanung ermöglicht wird.

          Related collections

          Most cited references35

          • Record: found
          • Abstract: found
          • Article: not found

          The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade

          Richard Clifford, Carollee Howes, Sharon Kagan … (2001)
          The cognitive and socioemotional development of 733 children was examined longitudinally from ages 4 to 8 years as a function of the quality of their preschool experiences in community child-care centers, after adjusting for family selection factors related to child-care quality and development. These results provide evidence that child-care quality has a modest long-term effect on children's patterns of cognitive and socioemotional development at least through kindergarten, and in some cases, through second grade. Differential effects on children's development were found for two aspects of child-care quality. Observed classroom practices were related to children's language and academic skills, whereas the closeness of the teacher-child relationship was related to both cognitive and social skills, with the strongest effects for the latter. Moderating influences of family characteristics were observed for some outcomes, indicating stronger positive effects of child-care quality for children from more at-risk backgrounds. These findings contribute further evidence of the long-term influences of the quality of child-care environments on children's cognitive and social skills through the elementary school years and are consistent with a bioecological model of development that considers the multiple environmental contexts that the child experiences.
          Article 0 comments Cited 150 times – based on 0 reviews     Review now
            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            The Brief Infant-Toddler Social and Emotional Assessment: screening for social-emotional problems and delays in competence.

            M. J. Briggs-Gowan (2004)
            To examine the reliability and validity of the 42-item Brief Infant-Toddler Social and Emotional Assessment (BITSEA), a screener for social-emotional/behavioral problems and delays in competence. Parents in a representative healthy birth cohort of 1,237 infants aged 12 to 36 months completed the Infant-Toddler Social and Emotional Assessment (ITSEA)/BITSEA, the Child Behavior Checklist (CBCL)/1.5-5, the MacArthur Communication Developmental Inventory vocabulary checklist, and worry questions. In a subsample, independent evaluators rated infant-toddler behavior. Test-retest reliability was excellent and interrater agreement (mother/father and parent/child-care provider) was good. Supporting validity, BITSEA problems correlated with concurrent evaluator problem ratings and CBCL/1.5-5 scores and also predicted CBCL/1.5-5 and ITSEA problem scores one year later. BITSEA measures of competence correlated with concurrent observed competence and predicted later ITSEA competence measures. Supporting discriminant validity, only 23% of high BITSEA problem scorers had delayed vocabulary. Moreover, the combined BITSEA problem/competence cutpoints identified 85% of subclinical/clinical CBCL/1.5-5 scores, while maintaining acceptable specificity (75%). Findings support the BITSEA as a screener for social-emotional/behavioral problems and delays in social-emotional competence.
            Article 0 comments Cited 117 times – based on 0 reviews     Review now
              Bookmark
              • Record: found
              • Abstract: found
              • Article: not found

              Social-emotional screening status in early childhood predicts elementary school outcomes.

              Margaret Briggs-Gowan, Alice Carter (2008)
              The goal was to examine whether children who screen positive for social-emotional/behavioral problems at 12 to 36 months of age are at elevated risk for social-emotional/behavioral problems in early elementary school. The sample studied (N = 1004) comprised an ethnically (33.3% minority) and socioeconomically (17.8% living in poverty and 11.3% living in borderline poverty) diverse, healthy, birth cohort from a metropolitan region of the northeastern United States. When children were 12 to 36 months of age (mean age: 23.8 months; SD: 7.1 months), parents completed the Brief Infant-Toddler Social and Emotional Assessment and questions concerning their level of worry about their child's behavior, emotions, and social development. When children were in early elementary school (mean age: 6.0 years; SD: 0.4 years), parents completed the Child Behavior Checklist and teachers completed the Teacher Report Form regarding behavioral problems. In a subsample (n = 389), parents reported child psychiatric status. Brief Infant-Toddler Social and Emotional Assessment screen status and parental worry were associated significantly with school-age symptoms and psychiatric disorders. In multivariate analyses that included Brief Infant-Toddler Social and Emotional Assessment status and parental worry, Brief Infant-Toddler Social and Emotional Assessment scores significantly predicted all school-age problems, whereas worry predicted only parent reports with the Child Behavior Checklist. Children with of-concern scores on the problem scale of the Brief Infant-Toddler Social and Emotional Assessment were at increased risk for parent-reported subclinical/clinical levels of problems and for psychiatric disorders. Low competence scores predicted later teacher-reported subclinical/clinical problems and parent-reported disorders. Worry predicted parent-reported subclinical/clinical problems. Moreover, the Brief Infant-Toddler Social and Emotional Assessment identified 49.0% of children who exhibited subclinical/clinical symptoms according to teachers and 67.9% of children who later met the criteria for a psychiatric disorder. Screening with a standardized tool in early childhood has the potential to identify the majority of children who exhibit significant emotional/behavioral problems in early elementary school.
              Article 0 comments Cited 72 times – based on 0 reviews     Review now
                Bookmark
                All references

                Author and article information

                Journal
                Title: Kindheit und Entwicklung
                Abbreviated Title: Kindheit und Entwicklung
                Publisher: Hogrefe Publishing Group
                ISSN (Print): 0942-5403
                ISSN (Electronic): 2190-6246
                Publication date Created: October 2011
                Publication date (Print): October 2011
                Volume: 20
                Issue: 4
                Pages: 209-218
                Affiliations
                [1 ] Profil Gesundheit und Soziales der Hochschule Osnabrück
                [2 ] Zentrum für Klinische Psychologie und Rehabilitation der Universität Bremen
                Article
                DOI: 10.1026/0942-5403/a000058
                SO-VID: e30c209d-1425-4473-9a17-47ef01bc759f
                Copyright © © 2011
                History

                Data availability:

                Comments

                Comment on this article

                scite_

                Similar content156

                See all similar

                Cited by13

                See all cited by

                Most referenced authors272

                See all reference authors