Children's social/emotional characteristics at entry to school: Implications for school nurses
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...
| Main Authors: | , , |
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| Format: | Journal Article |
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SAGE Publications
2013
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| Online Access: | http://hdl.handle.net/20.500.11937/16159 |
| _version_ | 1848749095249772544 |
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| author | Nelson, Helen Kendall, Garth Shields, L. |
| author_facet | Nelson, Helen Kendall, Garth Shields, L. |
| author_sort | Nelson, Helen |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T07:15:29Z |
| format | Journal Article |
| id | curtin-20.500.11937-16159 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:15:29Z |
| publishDate | 2013 |
| publisher | SAGE Publications |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-161592017-09-13T15:03:20Z Children's social/emotional characteristics at entry to school: Implications for school nurses Nelson, Helen Kendall, Garth Shields, L. bullying school nurse mental health emotion regulation Aggression social regulation empathy 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. 2013 Journal Article http://hdl.handle.net/20.500.11937/16159 10.1177/1367493512461458 SAGE Publications fulltext |
| spellingShingle | bullying school nurse mental health emotion regulation Aggression social regulation empathy Nelson, Helen Kendall, Garth Shields, L. Children's social/emotional characteristics at entry to school: Implications for school nurses |
| title | Children's social/emotional characteristics at entry to school: Implications for school nurses |
| title_full | Children's social/emotional characteristics at entry to school: Implications for school nurses |
| title_fullStr | Children's social/emotional characteristics at entry to school: Implications for school nurses |
| title_full_unstemmed | Children's social/emotional characteristics at entry to school: Implications for school nurses |
| title_short | Children's social/emotional characteristics at entry to school: Implications for school nurses |
| title_sort | children's social/emotional characteristics at entry to school: implications for school nurses |
| topic | bullying school nurse mental health emotion regulation Aggression social regulation empathy |
| url | http://hdl.handle.net/20.500.11937/16159 |