You are here

FAU Collections » FAU Research Repository » FAU Student Research » FAU Graduate Student Research

Overactive Behavior, Peer Rejection, and Interactive Play in Head Start Preschoolers School Readiness Moderates Social Outcomes

Download pdf | Full Screen View

Date Issued:
2014
Summary:
Theorists and researchers have emphasized the importance of interactive peer play for children’s social-emotional and cognitive development. Children from low socioeconomic backgrounds are at increased risk for social-emotional and cognitive difficulties. Therefore, it is important to determine the causes of interactive peer play, particularly in a high-risk sample of Head Start preschoolers. Overactive behavior at the beginning of the preschool year has been shown to negatively predict changes in interactive play between the beginning and end of the preschool year. However, possible mechanisms of this association have been underexplored. The main purpose of this study will be to determine whether peer rejection mediates the association between overactive behavior and changes in interactive play and whether mediation is conditional on children’s school readiness. If it is found that moderated mediation exists for overactive children with low school readiness, children who present both of these characteristics at the beginning of the preschool year should be provided with preventative support.
Title: Overactive Behavior, Peer Rejection, and Interactive Play in Head Start Preschoolers School Readiness Moderates Social Outcomes.
86 views
23 downloads
Name(s): Bortman, Gilly, author
Laursen, Brett
Graduate College
Bulotsky-Shearer, Rebecca J.
Type of Resource: text
Genre: Poster
Date Created: 2014
Date Issued: 2014
Publisher: Florida Atlantic University Digital Library
Place of Publication: Boca Raton, Florida
Physical Form: pdf
Extent: 1 p.
Language(s): English
Summary: Theorists and researchers have emphasized the importance of interactive peer play for children’s social-emotional and cognitive development. Children from low socioeconomic backgrounds are at increased risk for social-emotional and cognitive difficulties. Therefore, it is important to determine the causes of interactive peer play, particularly in a high-risk sample of Head Start preschoolers. Overactive behavior at the beginning of the preschool year has been shown to negatively predict changes in interactive play between the beginning and end of the preschool year. However, possible mechanisms of this association have been underexplored. The main purpose of this study will be to determine whether peer rejection mediates the association between overactive behavior and changes in interactive play and whether mediation is conditional on children’s school readiness. If it is found that moderated mediation exists for overactive children with low school readiness, children who present both of these characteristics at the beginning of the preschool year should be provided with preventative support.
Identifier: FA00005140 (IID)
Held by: Florida Atlantic University Libraries
Sublocation: FAU Digital Library
Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00005140
Restrictions on Access: Author retains copyright.
Host Institution: FAU