Child Care and Early Education Research Connections

Skip to main content

A longitudinal examination of language skills, social skills, and behavior problems of preschool children from low-income families

Description:
We examined the relations between language skills and behavior problems and whether social skills mediated these relations among preschool children enrolled in Head Start programs. Participants included 242 preschool children and their parents in Head Start programs. Over a 2-year period, parents and teachers reported children’s behavior problems using the Child Behavior Checklist Ages 1½-5, and social skills using the Social Skills Improvement System-Rating Scales. Children’s expressive and receptive language skills were assessed individually using the Preschool Language Scale-5. Results suggested that children’s early receptive language predicted later teacher-reported child internalizing and externalizing behaviors. Social skills did not mediate associations between language skills and parent- or teacher-reported child behavior problems. (author abstract)
Resource Type:
Reports & Papers
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Bidirectional relationship between language skills and behavior problems in preschool children from low-income families

Reports & Papers

The longitudinal relation between academic/cognitive skills and externalizing behavior problems in preschool children

Reports & Papers

Examining the relation between language skills and challenging behavior

Other
Release: 'v1.54.0' | Built: 2024-02-19 12:13:38 EST