Social Competence, Social Support, and Attachment: Demarcation of Construct Domains, Measurement, and Paths of Influence for Preschool Children Attending Head Start

1998 ◽  
Vol 69 (1) ◽  
pp. 192 ◽  
Author(s):  
Kelly K. Bost ◽  
Brian E. Vaughn ◽  
Wanda Newell Washington ◽  
Kerry L. Cielinski ◽  
Marilyn R. Bradbard
Keyword(s):  
Social Support ◽  
Preschool Children ◽  
Head Start ◽  
Social Competence

Social Competence, Social Support, and Attachment: Demarcation of Construct Domains, Measurement, and Paths of Influence for Preschool Children Attending Head Start

1998 ◽  
Vol 69 (1) ◽  
pp. 192-218 ◽  
Author(s):  
Kelly K. Bost ◽  
Brian E. Vaughn ◽  
Wanda Newell Washington ◽  
Kerry L. Cielinski ◽  
Marilyn R. Bradbard
Keyword(s):  
Social Support ◽  
Preschool Children ◽  
Head Start ◽  
Social Competence

Friendship and social competence in a sample of preschool children attending Head Start.

2000 ◽  
Vol 36 (3) ◽  
pp. 326-338 ◽  
Author(s):  
Brian E. Vaughn ◽  
Muriel R. Azria ◽  
Lisa Krzysik ◽  
Lisa R. Caya ◽  
Kelly K. Bost ◽  
...  
Keyword(s):  
Preschool Children ◽  
Head Start ◽  
Social Competence

Reliability and Validity of the Parent form of the Social Competence Scale in Chinese Preschoolers

2012 ◽  
Vol 111 (1) ◽  
pp. 266-268 ◽  
Author(s):  
Xiao Zhang ◽  
Xue Ke ◽  
Xiaoyan Wang
Keyword(s):  
Preschool Children ◽  
Social Competence ◽  
Internal Consistency ◽  
Student Teacher ◽  
Reliability And Validity ◽  
Single Dimension ◽  
Student Teacher Relationship ◽  
The Social ◽  
Competence Scale ◽  
High Internal Consistency

The Parent Form of the Social Competence Scale (SCS–PF) was translated into Chinese and validated in a sample of Chinese preschool children ( N = 443). Results confirmed a single dimension and high internal consistency in the SCS–PF. Mothers' ratings on the SCS–PF correlated moderately with teachers' ratings on the Teacher Form of the Social Competence Scale and weakly with teachers' ratings on the Student–Teacher Relationship Scale.

An Examination of Language Samples Obtained under Three Experimental Conditions

1982 ◽  
Vol 13 (2) ◽  
pp. 121-128 ◽  
Author(s):  
Louise D. Stalnaker ◽  
Nancy A. Creaghead
Keyword(s):  
Preschool Children ◽  
Head Start ◽  
Experimental Conditions ◽  
Semantic Relationships ◽  
Three Samples ◽  
The Mean ◽  
Mean Length Of Utterance ◽  
Language Sample

Language samples were obtained from 12 Head Start preschool children under the following three experimental conditions: Condition I, Retelling a Story with Toys; Condition II, Playing with Toys; Condition III, Toys with Questions. The quantity and quality of the three samples gathered from each child were compared by analyzing the total number of utterances, the proportion of the total utterances which were sentence fragments, the number of transformations and adverbial expansions, the number of different semantic relationships, and the mean length of utterance (MLU). Results indicated that retelling a story produced the largest MLU, but toys and questions produced more utterances. These findings indicated that questioning children does not inhibit their language and asking them to retell a story may be a fruitful approach to use when gathering a language sample.

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