Факторы, влияющие на социометрический статус ребенка в старшем дошкольном возрасте

59. Razza R. A., Blair C. Associations among false-belief understanding, executive function, and social competence: A longitudinal analysis //Journal of Applied Developmental Psychology. 2009. Vol. 30, no. 3. P 332-343.

60. Rhoades B. L., Greenberg M. T., Domitrovich C. E. The contribution of inhibitory control to preschoolers' social -- emotional competence // Journal of applied developmental psychology. 2009. No. 30 (3). P 310-320.

61. Rosenthal F. Some relationships between sociometric position and language structure of young children // Journal of Educational Psychology. 1957. No. 48 (8). P 483-497. https://doi.org/10.1037/h0049259

62. Rubin K. H., Daniels-Beirness T., Hayvren M. Social and social-cognitive correlates of sociometric status in preschool and kindergarten children // Canadian Journal of Behavioural Science / Revue canadienne des sciences du comportement. 1982. No. 14 (4). P 338-349.

63. Santos A. J., Vaughn B. E., Peceguina I., Daniel J. R., Shin N. Growth of social competence during the preschool years: A 3-year longitudinal study // Child Development. 2014. Vol. 85, no. 5. P. 2062-2073.

64. Slaughter V., Imuta K., Peterson C. C., Henry J. D. Meta-analysis of theory of mind and peer popularity in the preschool and early school years // Child development. 2015. No. 86 (4). P. 1159-1174.

65. Spies T. G., Xu Yu. Scaffolded academic conversations: Access to 21^st-Century collaboration and communication skills // Intervention in School and Clinic. 2018. No. 54 (1). P 22-30.

66. Spinrad T. L., Stifter C. A., Donelan-McCall N., Turner L. Mothers' regulation strategies in response to toddlers' affect: Links to later emotion self-regulation // Social Development. 2004. No. 13 (1). P 40-55.

67. Spivak A. L., Farran D. C. Predicting first graders' social competence from their preschool classroom interpersonal context // Early Education and Development. 2016. No. 27 (6). P 735-750.

68. Trentacosta C. J., Fine S. E. Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review // Social Development. 2010. No. 19 (1). P 1-29.

69. Veraksa A., Almazova O., Bukhalenkova D. Studying executive functions in senior preschoolers // PsyCh Journal. 2020. No. 9 (1). P 144-146.

70. Veraksa N., Veraksa A., Gavrilova M., Bukhalenkova D., Tarasova K. The Russian version of the test of emotion comprehension: Adaptation and validation for use in preschool children psychology // Journal of Higher School of Economics. 2021. No. 18 (1). P 56-70.

71. van der Wilt F., Froehlich D. E., van der Veen C. The Role of Language Competence in Building Peer Relationships in Early Childhood: A Social Network Perspective // Studia paedagogica. 2021. No. 26 (2). P 11-29.

72. van der Wilt F., van der Veen C., van Kruistum C., van Oers B. Popular, rejected, neglected, controversial, or average: Do young children of different sociometric groups differ in their level of oral communicative competence? // Social Development. 2018. No. 27. P 793-807. https://doi.org/10.1111/sode.12316

73. Zelazo P D. The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children / /Nature protocols. 2006. Vol. 1, no. 1. P. 297-301.

74. Zorza J., Marino J., De Lemus S., Acosta Mesas A. Academic performance and social competence of adolescents: Predictions based on effortful control and empathy // The Spanish Journal of Psychology. 2013. No. 16. P E87. https://doi.org/10.1017/sjp.2013.87

References

1. Adolphs, R. (2009). The social brain: neural basis of social knowledge. Annual Review of Psychology, 60, 693.

2. Akhutina, T. V. (ed.) (2016). Metody neiropsikhologicheskogo obsledovaniya detei 6-9 let [Methods of neuropsychological examination of children 6-9 years old]. Moscow, V. Sekachev. (In Russian)

3. Almazova, O. V, Bukhalenkova, D. A., Veraksa, A. N. (2019). Diagnostics of the level of development of regulatory functions in preschool age. Psikhologiia. Zhurnal Vysshei shkoly ekonomiki, 16 (2), 94-109. (In Russian)

4. Almazova, O. V, Bukhalenkova, D. A., Veraksa, A. N., Iakupova, V A. (2018). The connection of the theory of consciousness and regulatory functions in the senior preschool age. Vestnik of the St Petersburg University. Psikhologiia ipedagogika, 8 (3), 293-311. https://doi.org/10.21638/11701/spbu16.2018.306 (In Russian)

5. Black, B. (1992). Negotiating social pretend play: Communication differences related to social status and sex. Merrill-Palmer Quarterly, 38, 2, 212-232.

6. Blandon, A. Y., Calkins, S. D., Grimm, K. J., Keane, S. P., O'Brien, M. (2010). Testing a developmental cascade model of emotional and social competence and early peer acceptance. Development and Psychopathology, 22 (4), 737-748.

7. Buhs, E. S., Ladd, G. W. (2001). Peer rejection as antecedent of young children's school adjustment: An examination of mediating processes. Developmental psychology, 37 (4), 550.

8. Cillessen, A. H. N. (2009). Sociometric methods. In: K. H. Rubin, W. M. Bukowski, B. Laursen (eds). Handbook of peer interactions, relationships, and groups (pp. 82-99). New York, Guilford Press.

9. da Cunha, J. M., Thomas, K. J., Sukhawathanakul, P., Santo, J. B., Leadbeater, B. (2021). Socially responsible children: A link between school climate and aggression and victimization. International Journal of Behavioral Development, 45 (6), 504-512.

10. Custrini, R., Feldman, R. (1989). Children's social competence and nonverbal encoding and decoding of emotions. Journal of Clinical Child Psychology, 18, 336-342.

11. Denham, S. (1998). Emotional development in young children. New York, Guilford Press.

12. Denham, S. A., Bassett, H. H., Thayer, S. K., Mincic, M. S., Sirotkin, Y. S., Zinsser, K. (2012). Observing preschoolers' social-emotional behavior: Structure, foundations, and prediction of early school success. The Journal of Genetic Psychology, 173 (3), 246-278.

13. Denham, S., Blair, K., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74 (1), 238-256.

14. Dodge, K. A., Schlundt, D. C., Schocken, I., Delugach, J. D. (1983). Social competence and children's sociometric status: The role of peer group entry strategies. Merrill-Palmer Quarterly, 29, 3, 309-336.

15. Ellis, M. L., Weiss, B., Lochman, J. E. (2009). Executive functions in children: Associations with aggressive behavior and appraisal processing. Journal of abnormal child psychology, 37 (7), 945-956. https://doi. org/10.1007/s10802-009-9321-5

16. Ermolaeva, M. (2005). Psychological methods for developing communication skills and emotional states of preschoolers. Doshkol'noe vospitanie, 9, 21. (In Russian)

17. Fink, E., Begeer, S., Peterson, C. C., Slaughter, V, de Rosnay, M. (2015). Friendlessness and theory of mind: A prospective longitudinal study. British Journal of Developmental Psychology, 33 (1), 1-17.

18. Franz, D. Z., Gross, A. M. (2001). Child sociometric status and parent behaviors: An observational study. Behavior Modification, 25 (1), 3-20. https://doi.org/10.1177/0145445501251001

19. Gower, A. L., Lingras, K. A., Mathieson, L. C., Kawabata, Y., Crick, N. R. (2014). The role of preschool relational and physical aggression in the transition to kindergarten: Links with social-psychological adjustment. Early education and development, 25 (5), 619-640.

20. Holmes, C., Kim-Spoon, J., Deater-Deckard, K. (2016). Executive function and social interaction: the role of peer stress. Journal of Abnormal Child Psychology, 44, 31-42.

21. Jacobson, I. M., McHutchison, J. G., Dusheiko, G., Di Bisceglie, A. M., Reddy, K. R., Bzowej, N. H., Marcel- lin, P., Muir, A. J., Ferenci, P., Flisiak, R., George, J., Rizetto, M., Shouval, D., Sola, R., Terg, R. A., Yoshi- da, E. M., Adda, N., Bengtsson, L., Sankoh, A. J., Kieffer, T. L., George, Sh., Kauffman, R. S., Zeuzem, S. (2011). Telaprevir for previously untreated chronic hepatitis C virus infection. New England Journal of Medicine, 364 (25), 2405-2416.

22. Kolominskii Ia. L. (1984). Psychology of children collective: system of personal interrelations. Minsk. (In Russian)

23. Korkman, M. (1999). Applying Luria's diagnostic principles in the neuropsychological assessment of children. Neuropsychology Review, 9 (2), 89-105.

24. Korkman, M., Kirk, U., Kemp, S. L. (2007). NEPSYII. Administrative manual. San Antonio, TX, Harcourt Assessment.

25. Kovyazina, M., Oschepkova, E., Airapetyan, Z., Ivanova, M., Dedyukina, M., Gavrilova, M. (2021). Executive functions' impact on vocabulary and verbal fluency among mono- and bilingual preschool-aged children. Psychology in Russia: State of the Art, 14 (4), 66-78. https://doi.org/10.11621/pir.2021.0405

26. Ladd, G. W., Herald-Brown, S. L., Reiser, M. (2008). Does chronic classroom peer rejection predict the development of children's classroom participation during the grade school years? Child development, 79 (4), 1001-1015.

27. Lancelotta, G. X., Vaughn, S. (1989). Relation between types of aggression and sociometric status: Peer and teacher perceptions. Journal of Educational Psychology, 81 (1), 86.

28. Lautkina, S. V, Selezneva, I. N. (2021). The relationship between the characteristics of communication, selfesteem and interpersonal status in preschool children. Iaroslavskii pedagogicheskii vestnik, 2 (119), 96-103. https://doi.org/10.20323/1813-145Kh-2021-2-119-96-103 (In Russian)

29. Leonova, A. B., Blinnikova, I. V, Kapitsa, M. S. (2019). Transformation of the system of cognitive resources with increasing emotional tension. Vestnik of Moscow University. Ser. 14. Psikhologiia, 1, 69-90. https:// doi.org/10.11621/vsp.2019.01.69 (In Russian)

30. Lezak, M. D. (1982). The problem of assessing executive functions. International Journal of Psychology, 17 (1-4), 281-297.

31. Liakhova, E. V (2019). Communicative competence of preschoolers with different group status. Psikhologiia i pedagogika sluzhebnoi deiatel'nosti, 3, 30-32. (In Russian)

32. McCabe, P C., Altamura, M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools, 48 (5), 513-540.

33. McCabe, P C., Meller, P J. (2004). The relationship between language and social competence: How language impairment affects social growth. Psychology in the Schools, 41 (3), 313-321.

34. McGuire, J. M. (1973). Aggression and sociometric status with preschool children. Sociometry, 36 (4), 542549.

35. Mel'nikova, N. V, Semenovskikh, T. V (2003). Motivation of children's behavior. Ways to resolve conflict situations. Shadrinsk, Iset' Publ. (In Russian)

36. Miyake, A., Emerson, M. J., Friedman, N. P. (2000). Assessment of executive functions in clinical settings: Problems and recommendations. In: Seminars in speech and language, 21 (2), 0169-0183.

37. Moreno, J. L. (1995). The sociometric school and the science of man. Sociometry, 18 (4), 15-35.

38. Morris, C. A., Denham, S. A., Bassett, H. H., Curby, T. W. (2013). Relations among teachers' emotion socialization beliefs and practices and preschoolers' emotional competence. Early Education & Development, 24 (7), 979-999.

39. Mostow, A., Izard, C., Fine, S., Trentacosta, C. (2002). Modeling emotional, cognitive and behavioral predictors of peer acceptance. Child Development, 73, 1775-1787.

40. Newcomb, A. F., Bukowski, W. M., Pattee, L. (1993). Children's peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113 (1), 99-128. https://doi.org/10.1037/0033-2909.113.1.99

41. Ollendick, T. H., Weist, M. D., Borden, M. C., Greene, R. W. (1992). Sociometric status and academic, behavioral, and psychological adjustment: a five-year longitudinal study. Journal of consulting and clinical psychology, 60 (1), 80. https://doi.org/10.1037/0022-006X. 60.1.80

42. Oshchepkova, E. S., Bukhalenkova, D. A., Iakupova, V. A. (2020). Development of coherent oral speech in senior preschool age. Sovremennoe doshkol'noe obrazovanie: teoriia i praktika, 99, 3, 32-39. (In Russian)

43. Oshchepkova, E. S., Kartushina, N. A., Bukhalenkova, D. A. (2021). The relationship between the development of speech and emotions in preschool children: a theoretical review. Vestnik of Moscow university. Ser. 14: Psikhologiia, 3, 260-287. (In Russian)

44. Palermo, F., Hanish, L. D., Martin, C. L., Fabes, R. A., Reiser, M. (2007). Preschoolers' academic readiness: What role does the teacher -- child relationship play? Early Childhood Research Quarterly, 22 (4), 407-422.

45. Piaget, J. (1926) Psychology. Transl. from the French by M. Sturm. The Monist, 36, 3, 430-455.

46. Pons, F., Harris, P L. (2000). Test of Emotion Comprehension. Oxford, Oxford University Press.

47. Price, J. M., Dodge, K. A. (1989). Reactive and proactive aggression in childhood: Relations to peer status and social context dimensions. Journal of Abnormal Child Psychology, 17 (4), 455-471.

48. Pronina, A. N., Iakovleva, I. V (2018). Characteristics of speech activity of older preschool children with different sociometric status. Vestnik TGPU(TSPUBulletin), 7 (196), 96-102. (In Russian)

49. Putallaz, M. (1987). Maternal behavior and children's sociometric status. Child development, 58, 2, 324-340.

50. Raven, J., Raven, J. C., Court, J. H. (1998). Manual for Ravens Progressive Matrices and Vocabulary Scales. Section 2: The Coloured Progressive Matrices. Oxford, Oxford Psychologists Press.

51. Razza, R. A., Blair, C. (2009). Associations among false-belief understanding, executive function, and social competence: A longitudinal analysis. Journal of Applied Developmental Psychology, 30 (3), 332-343.

52. Rhoades, B. L., Greenberg, M. T., Domitrovich, C. E. (2009). The contribution of inhibitory control to preschoolers' social -- emotional competence. Journal of applied developmental psychology, 30 (3), 310-320.

53. Rosenthal, F. (1957). Some relationships between sociometric position and language structure of young children. Journal of Educational Psychology, 48 (8), 483-497. https://doi.org/10.1037/h0049259 Rubin, K. H., Daniels-Beirness, T., Hayvren, M. (1982). Social and social-cognitive correlates of sociometric status in preschool and kindergarten children. Canadian Journal of Behavioural Science / Revue Cana- dienne des sciences du comportement, 14 (4), 338.

54. Santos, A. J., Vaughn, B. E., Peceguina, I., Daniel, J. R., Shin, N. (2014). Growth of social competence during the preschool years: A 3-year longitudinal study. Child Development, 85 (5), 2062-2073.

55. Slaughter, V, Imuta, K., Peterson, C. C., Henry, J. D. (2015). Meta-analysis of theory of mind and peer popularity in the preschool and early school years. Child development, 86 (4), 1159-1174.

56. Smirnova, E., Kholmogorova, V (2022). Interpersonal relationships of preschoolers: diagnosis, problems, correction. Litres. (In Russian)

57. Spies, T. G., Xu, Yu. (2018). Scaffolded academic conversations: Access to 21^st-Century collaboration and communication skills. Intervention in School and Clinic, 54 (1), 22-30.

58. Spinrad, T. L., Stifter, C. A., Donelan-McCall, N., Turner, L. (2004). Mothers' regulation strategies in response to toddlers' affect: Links to later emotion self-regulation. Social Development, 13 (1), 40-55. Spivak, A. L., Farran, D. C. (2016). Predicting first graders' social competence from their preschool classroom interpersonal context. Early Education and Development, 27 (6), 735-750.

59. Trentacosta, C. J., Fine, S. E. (2010). Emotion knowledge, social competence, and behavior problems in childhood and adolescence: A meta-analytic review. Social Development, 19, 1, 1-29,

60. Veraksa, A. N. (2014a). The social aspect in the development of regulatory functions in childhood: a review of modern foreign studies. Vestnik Moskovskogo universiteta. Ser. 14: Psikhologiia, 4, 91-101. (In Russian) Veraksa, A. N. (2014b). Regulatory functions as an indicator of a child's cognitive development. Narodnoe obrazovanie, 3, 65-70. (In Russian)

61. Veraksa, A., Almazova, O., Bukhalenkova, D. (2020). Studying executive functions in senior preschoolers. PsyCh Journal, 9 (1), 144-146.

62. Veraksa, A. N., Almazova, O. V, Bukhalenkova, D. A. (2020). Diagnostics of regulatory functions in senior preschool age: battery of techniques. Psikhologicheskii zhurnal, 41, 6, 108-118. https://doi. org/10.31857/S020595920012593-8 (In Russian)

63. Veraksa, A. N., Veraksa, N. E. (2021). Interrelation of metacognition and regulatory functions in childhood: cultural and historical context. Vestnik Moskovskogo universiteta. Ser. 14. Psikhologiia, 1, 79-113. https://doi.org/10.11621/vsp.2021.01.04 (In Russian)

64. Veraksa, N., Veraksa, A., Gavrilova, M., Bukhalenkova, D., Tarasova, K. (2021). The Russian version of the test of emotion comprehension: Adaptation and validation for use in preschool children. Psychology. Journal of Higher School of Economics, 18 (1), 56-70.

65. Vitkovskaia, I. M. (2000). Teaching younger pupils in joint activities. Moscow, AST Publ. (In Russian) van der Wilt, F., Froehlich, D. E., van der Veen, C. (2021). The role of language competence in building peer relationships in early childhood: A social network perspective. Studia Paedagogica, 26 (2), 11-29. van der Wilt, F., van der Veen, C., van Kruistum, C., van Oers, B. (2018). Popular, rejected, neglected, controversial, or average: Do young children of different sociometric groups differ in their level of oral communicative competence? Social Development, 27 (4), 793-807. https://doi.org/10.1111/sode.12316 Zaporozhec, A. V, Usova, A. P. (1986). Psychology and pedagogics of preschoolers' game. Moscow, Prosvesh- chenie Publ., 1986. (In Russian)

66. Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature protocols, 1 (1), 297-301.

67. Zorza, J., Marino, J., De Lemus, S., Acosta Mesas, A. (2013). Academic performance and social competence of adolescents: Predictions based on Effortful Control and Empathy. The Spanish Journal of Psychology, 16, E87. https://doi.org/10.1017/sjp.2013.87

Размещено на Allbest.ru