Preschool Children: Social Skills, Educational Development and Health Disparities


Deanna Arnold (Editor)

Series: Education in a Competitive and Globalizing World
BISAC: EDU023000

Today, vast research evidence exists supporting the importance of social skills across the lifespan. Although no consensus of the definition of the concept exist, commonly social skills are explained as social behaviors that lead to positive relationships. This book begins with a chapter on the concept of social skills and relating concepts like social competence and social emotional learning in preschool children. The following chapter presents the Social Perception Training program and associated risk factors in young children with autism. Chapter Three discusses teaching strategies aimed at developing preschool social-emotional competency within a balanced pre-literacy approach. Chapter Four compares the message strategies of parents and preschool teachers for persuading young children and reveals the effect of parenting and teaching experience on strategies adopted. Chapter Five analyses the demographic and clinical profile of pre-school children referred to a Child Development Centre (CDC) of a North West of England Local Authority. The last chapter studies total body potassium, total body water, creatinine excretion of infants and preschool children longitudinally and establishes changes in relation to growth. (Imprint: Novinka)

Table of Contents

Table of Contents


Chapter 1. A Systems Approach to Understanding Social Skills, Educational Development and Health in Preschool Children
Anne Lillvist and Anna-Maria Ciric (School of Education, Culture and Communication, Mälardalen University, Sweden)

Chapter 2. Social Perception Training as a Strategy for Achieving Better Social Understanding in Young Children with Autism
Knut K. Gundersen, Unn Vibeke S. Johannessen, Marit Kristin Vigre (VID Specialized University, Sandnes, Norway, and others)

Chapter 3. Teaching Social Emotional Skills through a Balanced Literacy Approach in the Preschool Classroom
Lori A. Caudle, Cathy L. Grist (Western Carolina University, Cullowhee, NC, USA)

Chapter 4. Inexperienced versus Experienced Mothers’ and Preschool Teachers’ Strategies for Providing Persuasive Messages to Young Children
Hiroyuki Sasaki and Yoichiro Hayashi (Niigata Chuoh Junior College, Niigata, Japan, and others)

Chapter 5. Preschool Neurodevelopmental Disabilities: Local Experience from a Multidisciplinary Children Centre in North-West England
M. O. Ogundele (Bridgewater Community Healthcare Foundation Trust, Child Development Centre, Warrington, England)

Chapter 6. Total Body Potassium, Total Body Water, Creatinine Excretion of Infants and Preschool Children with Gender Differences
L. P. Novak (Department of Physiological Anthropology Southern Methodist University, Dallas, TX, USA)


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