Playing Well with Others in Kindergarten: The Benefit of Siblings at Home.
There are many reasons to expect that children gain something by growing up with siblings, yet there is surprisingly scant evidence of this advantage. Indeed, the vast majority of research assessing the consequences of siblings reports negative effects: Children with many siblings do not perform as...
| Publicado en: | Journal of Marriage & Family Vol. 66; no. 2; pp. 333 - 351 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
May2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507906971&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507906971 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00222445 JMA jtl: Journal of Marriage & Family issn: 00222445 maglogo: N pubinfo: dt: May2004 vid: 66 iid: 2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 507906971 10.1111/j.1741-3737.2004.00024.x ppf: 333 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.8MB tig: atl: Playing Well with Others in Kindergarten: The Benefit of Siblings at Home. aug: au: Downey, Douglas B. Condron, Dennis J. su: Interpersonal relations Kindergarten children Social skills Siblings sug: subj: Interpersonal relations Kindergarten children Social skills Siblings ab: There are many reasons to expect that children gain something by growing up with siblings, yet there is surprisingly scant evidence of this advantage. Indeed, the vast majority of research assessing the consequences of siblings reports negative effects: Children with many siblings do not perform as well in school as children with few siblings. By focusing almost exclusively on educational outcomes, however, previous studies have neglected ways in which children might benefit from siblings. One possibility, for example, is that siblings promote children's social and interpersonal skills. In this study, we analyze a sample of kindergartners (N = 20,649) from The Early Childhood Longitudinal Study—Kindergarten Class of 1998-99 to replicate the often-noted negative relationship between number of siblings and cognitive outcomes, and then demonstrate that this pattern does not extend to social skills. Findings are consistent with the view that children negotiate peer relationships better when they grow up with at least one sibling. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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