Do It Yourself: The Role of Early Self-Care Ability in Social Skills in Japanese Preschool Settings

Autor/inn/en	Zhu, Zhu; Tanaka, Emiko; Tomisaki, Etsuko; Watanabe, Taeko; Sawada, Yuko; Li, Xiang; Jiao, Dandan; Ajmal, Ammara; Matsumoto, Munenori; Zhu, Yantong; Anme, Tokie
Titel	Do It Yourself: The Role of Early Self-Care Ability in Social Skills in Japanese Preschool Settings
Quelle	In: School Psychology International, 43 (2022) 1, S.71-87 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anme, Tokie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/01430343211063211
Schlagwörter	Foreign Countries; Preschool Children; Preschool Education; Daily Living Skills; Child Care Centers; Kindergarten; Gender Differences; School Entrance Age; Correlation; Cooperation; Student Diversity; Assertiveness; Interpersonal Competence; Self Control; Japan + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Alltagsfertigkeit; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Geschlechterkonflikt; Einschulungsalter; Korrelation; Co-operation; Kooperation; Interpersonale Kompetenz; Selbstbeherrschung
Abstract	Self-care ability and social skills are potential areas of difficulty for preschool children. However, values about young children's self-care ability are different worldwide. This longitudinal study examined the influence of early self-care ability on social skills at the end of the preschool years. Participants were 509 children recruited from kindergartens and child care centers across Japan, whose self-care ability and social skills were assessed at baseline year and three years later (Age of children in 2015 at baseline: M = 35 months, SD = 6.1 months). The study found that gender was significantly associated with social skills, while preschool facility entrance age was only associated with assertion skills. After controlling gender and entrance age, early self-care ability was still positively related to later assertion and cooperation (Assertion: OR = 2.55, 95% CI = 1.00-6.51; Cooperation: OR = 3.15, 95% CI = 1.23-8.07). Implications of the findings are discussed in the context of cultural diversity, highlighting the importance of cultivating children's age-appropriate self-care ability based on daily observations and evaluations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01