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Gender Differences in the Development of Children's Social and Emotional Competencies during the Pre-School Year
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McTaggart, Veronica; McGill, Rosemary; Stephens, Simon – Early Child Development and Care, 2022
While studies have used assessments on gender differences regarding social and emotional development, there remains a lack of research on the abilities as well as difficulties that are expressed by pre-school aged boys and girls. This study examines the influence of gender on the development of social and emotional competencies during pre-school.…
Descriptors: Social Development, Emotional Development, Gender Differences, Preschool Children
Effects of Preterm Birth and Parent-Child Relationships on Socioemotional Difficulties, Verbal Ability, and Numerical Ability among Older Children and Young Adolescents
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O'Brien, Fearghal; Nixon, Elizabeth; Hadfield, Kristin – Developmental Psychology, 2023
Young children born preterm may be more affected by environmental influences than their full-term peers. Few studies have investigated whether such effects exist for older children and young adolescents. With participants aged 9 and 13 years, we examine whether children born preterm could be differentially affected by the quality of their…
Descriptors: Premature Infants, Parent Child Relationship, Verbal Ability, Numeracy
Parental Incarceration Affects Children's Emotional and Behavioral Outcomes: A Longitudinal Cohort Study of Children Aged 9 to 13 Years
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Bradshaw, Daragh; Creaven, Ann-Marie; Muldoon, Orla T. – International Journal of Behavioral Development, 2021
Parental incarceration (PI) is negatively associated with emotional, educational, and psychological child outcomes. However, few studies explore potential mechanisms through which these outcomes are transmitted or the means by which prosocial outcomes might develop. This study used data from two waves of a population cohort study of children aged…
Descriptors: Institutionalized Persons, Correctional Institutions, Parents, Child Caregivers
To School through the Screens: The Use of Screen Devices to Support Young Children's Education and Learning during the COVID-19 Pandemic
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Egan, Suzanne M.; Beatty, Chloé – Irish Educational Studies, 2021
The aim of the current study was to investigate how children in Ireland adapted to the change in schooling, and particularly their use of screen devices to support their learning at home, during a period of lockdown due to the COVID-19 crisis in early 2020. This research draws on data from 506 parents of children aged 1-10 years in Ireland who…
Descriptors: COVID-19, Pandemics, Educational Technology, Technology Uses in Education
The Socio-Emotional Development of Language-Minority Children Entering Primary School in Ireland
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McNally, Sinéad; Darmody, Merike; Quigley, Jean – Irish Educational Studies, 2019
Socio-emotional development is increasingly recognised as playing a central role in children's academic achievement. However, little is known about the socio-emotional development of language-minority children on entry to school and how these children fare in comparison to their language-majority peers. To address this gap, longitudinal data on…
Descriptors: Social Development, Emotional Development, Academic Achievement, Language Minorities
Conduct Problems in Young, School-Going Children in Ireland: Prevalence and Teacher Response
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Hyland, Lynda; Ní Mháille, Grainne; Lodge, Anne; McGilloway, Sinead – School Psychology International, 2014
Conduct problems in school settings can pose significant challenges for both children and teachers. This study examined the teacher-reported prevalence of conduct problems in a sample of young children (N?=?445) in the first two years of formal education. A secondary aim was to assess teachers' perceptions of child behaviour and their classroom…
Descriptors: Behavior Problems, Student Behavior, Elementary School Students, Teacher Attitudes