Children's social/emotional characteristics at entry to school: Implications for school nurses
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Children entering school need to build healthy peer relationships; school, however, is the central place for bullying. School nurses have a growing focus on providing care for students with social, emotional and behavioural problems. We examined the relational development of children at school entry in regard to aggression and empathy, showing that teacher-reported aggression decreased between Pre-primary and Year One, while empathy increased between Year One and Year Two classes. No gender difference was found in teacher-reported total, or covert aggression. Understanding how development of empathy can be supported in children at school entry is important, thereby supporting development of pro-social behaviour and decreasing bullying. School nurses must understand the importance of surrounding children with safety in relationships as they begin school.
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Nelson, Helen (2012)Aim. This research aimed to establish baseline age, gender, and sociodemographic differences in school entrants’ social and emotional competence to provide an empirical base for supporting positive responses to normal ...
An Exploratory Study of Agression in School-Age Children: Underlying Factors and Implications for TreatmentPriddis, Lynn; Landy, Sarah; Moroney, Darren; Kane, Robert (2014)Aggressive behaviour in school-aged children presents a significant challenge for society. If not managed, it can result in adverse academic, social, emotional, and behavioural outcomes for the child. In addition, it can ...
A Scoping Review of Self-Report Measures of Aggression and Bullying for Use With Preadolescent ChildrenNelson, H.; Kendall, Garth; Burns, Sharyn; Schonert-Reichl, K. (2017)© 2016, © The Author(s) 2016.Bullying in schools is a major health concern throughout the world, contributing to poor educational and mental health outcomes. School nurses are well placed to facilitate the implementation ...