Children's social/emotional characteristics at entry to school: implications for school nurses

Nelson, Helen, Kendall, Garth, and Shields, Linda (2013) Children's social/emotional characteristics at entry to school: implications for school nurses. Journal of Child Health Care, 17 (3). pp. 317-331.

[img] PDF (Published Version) - Published Version
Restricted to Repository staff only

View at Publisher Website: http://dx.doi.org/10.1177/13674935124614...
 
5
7


Abstract

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.

Item ID: 23449
Item Type: Article (Research - C1)
ISSN: 1741-2889
Keywords: aggression, bullying, emotion regulation, empathy, mental health, school nurse, social regulation
Date Deposited: 27 Nov 2013 07:23
FoR Codes: 11 MEDICAL AND HEALTH SCIENCES > 1114 Paediatrics and Reproductive Medicine > 111403 Paediatrics @ 100%
SEO Codes: 92 HEALTH > 9202 Health and Support Services > 920210 Nursing @ 100%
Downloads: Total: 7
More Statistics

Actions (Repository Staff Only)

Item Control Page Item Control Page