Relationships among language, behavior, and social skills in English-Speaking Hispanic Children in Head Start Programs

2010 ◽  
Author(s):  
Cathy Qi
Keyword(s):  
Social Skills ◽  
Head Start ◽  
Hispanic Children ◽  
Language Behavior ◽  
English Speaking ◽  
Head Start Programs

Phonological Assessment and Analysis of Bilingual Preschoolers' Spanish and English Word Productions

2014 ◽  
Vol 23 (2) ◽  
pp. 176-185 ◽  
Author(s):  
Raúl Francisco Prezas ◽  
Barbara Williams Hodson ◽  
Marlene Schommer-Aikins
Keyword(s):  
Head Start ◽  
Multivariate Analyses ◽  
English Word ◽  
Assessment Instruments ◽  
Typically Developing ◽  
Major Purpose ◽  
English Speaking ◽  
Head Start Programs ◽  
Preschool Boys ◽  
Better Than

Purpose The major purpose of this study was to examine Spanish and English phonological productions (patterns/deviations) of typically developing bilingual preschool children. Phonological scores were compared in order to determine if significant differences exist between (a) boys and girls, (b) 4- and 5-year-olds, and/or (c) their productions of Spanish and English words. Method Fifty-six bilingual 4- and 5-year-old children (27 boys and 29 girls) who attended Head Start programs named stimulus items for Spanish and English phonological assessment instruments that were similar in procedures and analyses. Results Multivariate analyses indicated no significant differences for phonological scores between boys and girls or between the 2 languages. Differences between the 4- and 5-year-olds, however, were significant, with the 5-year-olds performing better than the 4-year-olds. Liquid deviations and omissions of consonants in clusters/sequences were the most frequently occurring phonological deviations. Conclusions Phonological score differences between typically developing bilingual Spanish–English-speaking preschool boys and girls from similar backgrounds are not likely to be significant. Better phonological scores, however, can be expected for 5-year-olds than for 4-year-olds. Moreover, phonological deviation percentage scores of typically developing bilingual children for comparable Spanish and English assessment instruments are likely to be similar.

A Longitudinal Examination of Language Skills, Social Skills, and Behavior Problems of Preschool Children From Low-Income Families

2020 ◽  
Vol 40 (3) ◽  
pp. 172-186
Author(s):  
Alexandra Nicole Davis ◽  
Cathy Huaqing Qi
Keyword(s):  
Social Skills ◽  
Preschool Children ◽  
Head Start ◽  
Behavior Problems ◽  
Child Behavior ◽  
Child Behavior Checklist ◽  
Language Skills ◽  
Receptive Language ◽  
Head Start Programs ◽  
And Behavior

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.

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