NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
The Contribution of Cool and Hot Executive Function to Academic Achievement, Learning-Related Behaviours, and Classroom Behaviour
Peer reviewed Peer reviewed
Direct linkDirect link
O'Toole, Sarah E.; Monks, Claire P.; Tsermentseli, Stella; Rix, Katie – Early Child Development and Care, 2020
The primary aim of this study was to examine whether individual differences in cool and hot executive functions (EF) were associated with children's transition to school, in terms of both academic performance and classroom behaviour. Children between 5- and 7-years-of-age (N = 90) completed performance based assessments of cool and hot EF as well…
Descriptors: Executive Function, Academic Achievement, Student Behavior, Verbal Ability
Child Sexual Abuse in Early-Childhood Care and Education Settings
Peer reviewed Peer reviewed
Direct linkDirect link
Briggs, Freda – Early Child Development and Care, 2014
When the author was adviser to the Australian Minister for Education for writing the national Safe Schools Framework (2003), meetings were held with early-childhood care and education administrators from all state, Catholic and independent sectors. Their unexpected message was that educators were facing new problems, those of child sexual abuse in…
Descriptors: Foreign Countries, Child Abuse, Sexual Abuse, Preschool Education
An Observational Study for Evaluating the Effects of Interpersonal Problem-Solving Skills Training on Behavioural Dimensions
Peer reviewed Peer reviewed
Direct linkDirect link
Anliak, Sakire; Sahin, Derya – Early Child Development and Care, 2010
The present observational study was designed to evaluate the effectiveness of the I Can Problem Solve (ICPS) programme on behavioural change from aggression to pro-social behaviours by using the DECB rating scale. Non-participant observation method was used to collect data in pretest-training-posttest design. It was hypothesised that the ICPS…
Descriptors: Experimental Groups, Control Groups, Observation, Pretests Posttests
Sustained Attention and Social Competence in Typically Developing Preschool-Aged Children
Peer reviewed Peer reviewed
Direct linkDirect link
Murphy, Laura M. Bennett; Laurie-Rose, Cynthia; Brinkman, Tara M.; McNamara, Kelly A. – Early Child Development and Care, 2007
The current study examines the relationship between sustained attention and social competence in preschool children. While studies demonstrate that children with attention deficit hyperactivity disorder (ADHD) exhibit poor social competence, less is known about typically developing children. Since children with ADHD have associated behavior…
Descriptors: Personality Traits, Interpersonal Competence, Behavior Problems, Play
The Relationship between Attention Deficit/Hyperactivity Disorder and Aggressive Behaviour in Preschool Boys and Girls
Peer reviewed Peer reviewed
Direct linkDirect link
Kakouros, Efthymios; Maniadaki, Katerina; Karaba, Rania – Early Child Development and Care, 2005
Research regarding attention deficit/hyperactivity disorder (AD/HD) among preschoolers is limited. This study explored prevalence rates of AD/HD on a community-based sample of preschoolers in Athens. Moreover, it examined the relationship between AD/HD and aggressive behaviour and explored sex differences in this relationship. Nursery teachers…
Descriptors: Gender Differences, Hyperactivity, Foreign Countries, Preschool Children
Bullying: A Preliminary Investigation of Its Nature and the Effects of Social Cognition.
Peer reviewed Peer reviewed
Slee, Phillip T. – Early Child Development and Care, 1993
Reports on two studies examining the nature of peer group bullying among Australian primary school children ages five through seven years. The first study surveyed 631 children to understand the nature and effects of bullying. In the second study, 76 children were individually interviewed regarding their social problem-solving capacities. (MM)
Descriptors: Aggression, Behavior Problems, Bullying, Elementary School Students
Peer Relationships and Play Behaviors of Children in Three Different Sized Classes Over a Four Month Period.
Peer reviewed Peer reviewed
Kim, Yanghee A. – Early Child Development and Care, 2001
This study examined effects of class size (ranging from 20 to 40) on preschoolers' social interaction with peers and teachers in Korea. Findings showed that teachers' behaviors did not differ significantly when their education and training backgrounds were similar. Class size did influence children's peer networks and their play behavior.…
Descriptors: Aggression, Child Behavior, Class Size, Comparative Analysis