Contextual variation in young children’s acquisition of social-emotional skills
Autoři:
Dana C. McCoy aff001; Jorge Cuartas aff001; Marcus Waldman aff001; Günther Fink aff002
Působiště autorů:
Harvard Graduate School of Education, Cambridge, MA, United States of America
aff001; Swiss Tropical and Public Health Institute and University of Basel, Basel, Switzerland
aff002
Vyšlo v časopise:
PLoS ONE 14(11)
Kategorie:
Research Article
doi:
https://doi.org/10.1371/journal.pone.0223056
Souhrn
This study examined variation in the timing of 5,447 infants’ and toddlers’ reported acquisition of 12 basic social-emotional skills across and within 11 developing and developed country sites. Although children differed significantly across sites in when they attained social-emotional skills on average (e.g., M age Brazil = 20.50 months vs. M age India = 26.92 months), there was also substantial heterogeneity across skills. For example, children in Pakistan were reported to demonstrate sympathy on average seven months earlier than their peers in Ghana, whereas the opposite was true for sharing. Overall, country-level health and education were strongly associated (r > .60) with earlier site-level skill attainment. In addition to heterogeneity across sites, we also observed notable within-site variability in skill development (ICCs = .03 to .38). Future research is needed to identify sources of variability and how to promote skills that matter within a given context.
Klíčová slova:
Behavior – Cross-cultural studies – Emotions – Health education and awareness – Children – Prosocial behavior – Socioeconomic aspects of health – Toddlers
Zdroje
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PLOS One
2019 Číslo 11
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