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Growing Up In Scotland: Children's social, emotional and behavioural characteristics at entry to primary school

DescriptionThis report investigates the extent and nature of social, emotional and behavioural difficulties among Scottish school children around the age they enter primary one, and shows which children are most likely to have these difficulties. It further examines the extent to which earlier behavioural difficulties are predictive of later difficulties.
ISBN9780755983094
Official Print Publication Date
Website Publication DateApril 29, 2010

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Paul Bradshaw and Sarah Tipping
Scottish Centre for Social Research

Prepared for the Scottish Government: Children, Young People and Social Care Directorate by the Scottish Centre for Social Research

ISBN 978 0 7559 8309 4 (Web only publication)

This document is also available in pdf format (704k) This report is one of four report & accompanied with research findings, 4/2010,
(GUS) The circumstances of persistently poor children, research findings 1/2010,
(GUS) Maternal mental health & its impact on child behaviour & development, research findings 3/2010,
(GUS) Health inequalities in the early years, research findings 2/2010.

Contents

ACKNOWLEDGEMENTS

EXECUTIVE SUMMARY

1 INTRODUCTION
1.1 Methods
1.1.1 The Growing Up in Scotland study
1.1.2 Measuring social, emotional and behavioural development
1.2 Structure of the report

2 THE EXTENT AND NATURE OF SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES
2.1 Key findings
2.2 Prevalence of individual difficulties
2.3 Patterns of shared difficulties
2.3.1 The five clusters
2.4 Summary

3 CHARACTERISTICS OF CHILDREN WITH SOCIAL, EMOTIONAL AND BEHAVIOURAL DIFFICULTIES AT AGE OF SCHOOL ENTRY
3.1 Key findings
3.2 Socio-demographic and socio-economic characteristics
3.3 Parenting approaches and health and development indicators
3.4 Differences by age at school entry
3.5 Summary

4 THE CONTINUITY OF SOCIAL, EMOTIONAL AND BEHAVIOURAL CHARACTERISTICS
4.1 Key findings
4.2 Comparing social, emotional and behavioural development at pre-school and entry to primary school
4.3 Extending the analysis: behaviour at entry to primary two
4.4 The persistence of difficult behaviour
4.5 Modelling the relationship between early and later behavioural development
4.6 Summary

5 CONCLUSION

REFERENCES

APPENDIX 1 - REGRESSION TABLES

APPENDIX 2 - FURTHER DETAILS OF EXPLANATORY AND OUTCOME VARIABLES

APPENDIX 3 - DESCRIPTION OF CLUSTER ANALYSIS