Hirakawa Kumiko

HONGO Kazuo

IIJIMA Noriko

紀要類 (bulletin)departmental bulletin pape

HONGO, Kazuo

IIJIMA, Noriko

HIRAKAWA, Kumiko

Tohoku University Repository (TOUR) / 東北大学機関リポジトリ

―　　―1 AnnualBulletin,GraduateSchoolofEducation,TohokuUniversityVolume3Abstract	 We	 investigated	 the	 social	 development	of	young	children	with	externalizing	behavior	problems.	The	subjects	were	1,498	nursery	school	children	 (1,250	typically	developing	children	and	248	children	requiring	special	care,	 including	those	with	externalizing	behavior	issues).	Our	study	 revealed	 that	 children	with	externalizing	behavior	problems	had	difficulties	 in	group	activities,	 language	development,	 and	emotional	development	 in	early	childhood.	The	results	suggested	that	 the	“Social	Development	Checklist”	was	useful	 for	understanding	children	with	special	needs	and	creating	individual	educational	programs	for	them.Key words: social development, externalizing behavior problems, young children, nursery schoolPurpose	 Recently,	the	number	of	children	who	have	difficulty	adapting	to	groups	in	daycare	settings	has	 increased	 (Hongo	et	al.,	2003).	Some	children	often	get	 into	 trouble	with	their	peers,	while	others	cannot	control	their	emotion	and	behavior	well.	Some	of	them	are	diagnosed,	but	others	are	not	until	 they	grow	up	and	become	adolescents.	Regardless	of	 the	diagnosis	of	disabilities,	such	children	need	more	support	 than	others.	 In	general,	 they	not	only	have	problems	with	intellectual	 development,	 but	 social	 development	 as	well.	Accordingly,	 it	 is	 necessary	 to	understand	their	social	development	and	design	individual	educational	programs	for	them.	 To	 evaluate	 children’s	 social	 development,	 Hongo	 et	 al.	 (2015)	 created	 the	 “Social	Development	Checklist”,	which	has	five	domains:	 (1)	Group	activities,	 (2)	Peer	relationships,	 (3)	Language	development,	 (4)	Cognitive	development,	and	 (5)	Emotional	development.	Hongo	et	al.	(2016)	 investigated	 the	characteristics	of	 social	development	among	children	requiring	special	The	Social	Development	of	Young	Children	with	Externalizing	Behavior	ProblemsKazuo	HONGO	(Professor,	Graduate	School	of	Education,	Tohoku	University)	Noriko	IIJIMA	(Associate	Professor,	Seiwa	Gakuen	College)Kumiko	HIRAKAWA	(Assistant	Professor,	Ishinomaki	Senshu	University)年報01本郷一夫 他-二[3-12].indd   1 2017/03/16   16:38:23―　　―2The	Social	Development	of	Young	Children	with	Externalizing	Behavior	Problemscare.	We	found	that	children	needing	special	care	faced	challenges	 in	group	activities	and	peer	relationships,	as	well	as	delays	in	language,	cognitive,	and	emotional	development.		 It	 is	 likely	that	the	 features	of	social	development	differ	depending	on	children’s	problems.	Oh-uchi,	Nagao,	and	Sakurai	 (2008)	revealed	that	there	was	a	positive	correlation	between	self-assertiveness	and	externalizing	problems,	but	a	negative	correlation	between	self-assertiveness	and	 internalizing	problems.	 It	 is	especially	hard	 for	nursery	school	 teachers	to	understand	and	care	for	children	with	externalizing	behavior	 issues.	Therefore,	our	study	aimed	to	explore	the	traits	 of	 young	 children	with	 externalizing	 behavior	 problems	 in	 relation	 to	 their	 social	development.Method1. Subjects	 The	subjects	were	1,498	nursery	school	children.	They	 included	1,250	typically	developing	(TD)	children	(294	two-year-olds,	233	three-year-olds,	244	four-year-olds,	284	five-year-olds,	and	195	six-year-olds);	248	children	with	no	specific	medical	diagnosis	requiring	special	care,	who	 face	challenges	adapting	to	groups	in	the	nursery	schools	(47	two-year-olds,	56	three-year-olds,	55	four-year-olds,	60	five-year-olds,	and	30	six-year-olds).	We	divided	children	needing	special	care	in	two	groups:	 children	with	 low	externalizing	behavior	 problems	 (EX-Low)	 and	 those	with	high	externalizing	behavior	problems	(EX-High).	 We	asked	nursery	school	teachers	to	check	on	the	social	development	of	the	children	in	their	classrooms	using	the	“Social	Development	Checklist”.	Furthermore,	 in	case	there	were	children	requiring	special	 care	 in	 their	classrooms,	we	asked	 the	 teachers	 to	complete	 the	 “Behavior	Checklist	for	Children	Requiring	Special	Care”.2. Research Period	 We	asked	nursery	school	teachers	to	complete	the	“Social	Development	Checklist”	and	the	“Behavior	Checklist	for	Children	Requiring	Special	Care”	from	November	2013	to	February	2014.3. Measures	 (1)	The	“Behavior	Checklist	for	Children	Requiring	Special	Care”	was	used	to	determine	the	characteristics	of	children	with	special	needs.	There	were	14	 items	 in	 the	checklist;	 six	were	about	externalizing	behavior	problems	(Table	1).	We	assigned	a	score	of	2	points	to	the	answer	“He/She	most	likely	does	it,”	1	point	to	“He/She	likely	does	it,”	and	0	to	“He/She	likely	does	not	do	it.”		 The	 scores	 for	 externalizing	behavior	problems	varied	between	0	 and	12.	We	divided	年報01本郷一夫 他-二[3-12].indd   2 2017/03/16   16:38:23―　　―3 AnnualBulletin,GraduateSchoolofEducation,TohokuUniversityVolume3children	 requiring	 special	 care	 into	 two	groups.	The	 total	 score	 of	 externalizing	behavior	problems	among	EX-High	children	was	6	and	over.	The	 total	 score	of	externalizing	behavior	problems	among	EX-Low	children	was	under	6.	 (2)	The	“Social	Development	Checklist”	was	used	to	evaluate	children’s	social	development.	The	checklist	consists	of	five	domains:	 (1)	Group	activities,	 (2)	Peer	relationships,	 (3)	Language	development,	 (4)	Cognitive	development,	and	 (5)	Emotional	development.	Each	domain	has	10	items.	Table	2	displays	 the	 items	of	group	activities,	 language	development,	 and	emotional	development.	We	assigned	1	point	to	the	answer	“He/She	can	or	could	do	it,”	and	0	to	the	answer	“He/She	cannot	or	could	not	do	it”	or	“I	don’t	know.”	Table 1 Items of Externalizing Behavior Problems1.	He/She	cannot	listen	to	the	teacher	throughout	the	whole	activity.2.	He/She	does	not	follow	the	teacher’s	directions	to	“wait.”3.	He/She	moves	to	a	different	topic	in	the	middle	of	a	conversation.4.	He/She	breaks	the	rules	of	play	and	acts	selfishly.5.	He/She	does	not	follow	the	directions	when	moving	with	a	group.6.	He/She	makes	noise	under	the	influence	of	other	children.Table 2 Items of Social Development ChecklistGroup	activitiesG1. He/She	can	move	with	other	children.G2. He/She	can	reproduce	actions	of	daily	life	during	play	(e.g.,	eating).	G3. He/She	can	play	at	house	by	himself/herself.G4. He/She	can	move	in	line	without	using	the	rope.G5. He/She	can	engage	in	social	pretend	play	with	other	children.G6. He/She	can	play	a	game	with	simple	rules.G7. He/She	can	engage	in	cooperative	play	with	four	or	five	childrenG8. He/She	can	concentrate	on	listening	to	his/her	teachers	for	about	15	minutes.G9. He/She	can	create	an	original	scenario	with	other	children	and	engage	in	social	pretend	play	using	this	scenario.G10. He/She	can	play	a	group	game	using	rules	without	the	teacher’s	help.Language	developmentL1. He/She	can	point	to	things	in	a	picture	book.L2. He/She	can	say	the	names	of	things	more	than	three	times.L3. He/She	can	speak	in	two-word	sentences	(“mom	milk”).L4. He/She	understands	both	“big”	and	“small.”	年報01本郷一夫 他-二[3-12].indd   3 2017/03/16   16:38:24―　　―4The	Social	Development	of	Young	Children	with	Externalizing	Behavior	ProblemsResults1. Group activities	 We	examined	the	scores	for	group	activities	using	a	two-way	ANOVA	including	age	(5)	and	types	of	children	(3)	as	factors.	There	were	the	main	effect	of	age	(F(4,1483)	=350.69,	p<.01),	the	main	effect	of	types	of	children	(F(2,1483)	=103.14,	p<.01),	and	the	interaction	of	age	 × 	 types	of	children	(F(8,1483)	=3.52,	p<.01).	Figure	1	displays	the	mean	scores	for	group	activities.	 We	examined	the	 item	success	rates,	which	were	the	percentages	where	the	score	was	1	point	for	each	item.	We	found	clear	differences	between	TD	children,	EX-Low	children,	and	EX-High	 children	 for	 the	 item	success	 rates	 of	G8	 regarding	 concentration	 (Figure	 2)	 and	G7	regarding	cooperative	play	(Figure	3).L5. He/She	can	correctly	answer	the	question,	“When	you	are	hungry,	what	do	you	do	for	yourself?”　L6. He/She	understands	both	“strong”	and	“weak.”	L7. He/She	can	talk	about	events	that	happened	yesterday.	L8. He/She	can	say	the	names	of	three	kinds	of	flowers.L9. He/She	can	play	a	game	of	riddles.L10. He/She	can	name	the	day	before	Friday	(Thursday).Emotional　developmentE1. He/She	can	understand	a	crying	face	and	a	laughing	face.E2. If	he/she	is	praised,	he/she	repeats	the	same	behavior	over	and	over.E3. He/She	tries	to	do	everything	by	himself/herself.E4. He/She	wants	to	show	the	things	that	he/she	made.E5. He/She	expresses	his/her	emotions	using	words	(e.g.,	“I’m	angry”).E6. Even	if	other	children	act	unpleasantly	toward	him/her,	he/she	can	control	his/her	emotions	and	say	“Please	stop	it.”E7. He/She	makes	a	sad	facial	expression	when	he/she	listens	to	sad	stories.E8. He/She	tries	to	hide	his/her	failure	from	others.E9. He/She	feels	a	thrill	when	caught	on	purpose	during	a	game	of	tag.E10. He/She	tries	to	hide	his/her	face	from	others	when	crying.年報01本郷一夫 他-二[3-12].indd   4 2017/03/16   16:38:24―　　―5 AnnualBulletin,GraduateSchoolofEducation,TohokuUniversityVolume33.395.967.739.27 9.723.125.156.888.269.282.053.005.177.298.6702468102-year-olds 3-year-olds 4-year-olds 5-year-olds 6-year-oldsMean scoreTD childrenEX-Low childrenEX-High children6.529.256.682.089.28.0 12.831.348.872.20.0 0.0 0.0 5.933.30204060801002-year-olds 3-year-olds 4-year-olds 5-year-olds 6-year-oldsSuccess rate (%)TD childrenEX-Low childrenEX-High childrenFigure 1 Mean scores for group activitiesFigure 2 Success rates of G8 (concentration)1.718.568.095.498.50.017.943.872.183.30.0 0.013.047.166.70204060801002-year-olds 3-year-olds 4-year-olds 5-year-olds 6-year-oldsSuccess rate (%)TD childrenEX-Low childrenEX-High childrenFigure 3 Success rates of G7 (cooperative play)年報01本郷一夫 他-二[3-12].indd   5 2017/03/16   16:38:24―　　―6The	Social	Development	of	Young	Children	with	Externalizing	Behavior	Problems2. Language development	 We	examined	the	scores	for	language	development	using	a	two-way	ANOVA	including	age	(5)	and	types	of	children	(3)	as	factors.	There	were	the	main	effect	of	age	(F(4,1483)	=197.36,	p<.01),	the	main	effect	of	types	of	children	(F(2,1483)	=62.13,	p<.01),	and	the	interaction	of	age	×	types	of	children	(F(8,1483)	=2.80,	p<.01).	Figure	4	shows	the	mean	scores	for	language	development.	 We	examined	the	 item	success	rates	and	 found	notable	differences	between	TD	children,	EX-Low	children,	 and	EX-High	children	 for	 the	 item	success	 rates	of	L8	 (Figure	5),	 but	no	differences	among	them	in	the	item	success	rates	of	L6	(Figure	6).3.676.037.619.029.662.965.086.948.639.393.054.246.437.888.6702468102-year-olds 3-year-olds 4-year-olds 5-year-olds 6-year-oldsMean scoreTD childrenEX-Low childrenEX-High childrenFigure 4 Mean scores for language development1.717.643.481.793.80.0 0.037.567.494.40.0 0.021.758.875.00204060801002-year-olds 3-year-olds 4-year-olds 5-year-olds 6-year-oldsSuccess rate (%)TD childrenEX-Low childrenEX-High childrenFigure 5 Success rates of L8 (the names of three kinds of flowers)年報01本郷一夫 他-二[3-12].indd   6 2017/03/16   16:38:24―　　―7 AnnualBulletin,GraduateSchoolofEducation,TohokuUniversityVolume33. Emotional development	 We	examined	the	scores	for	emotional	development	using	a	two-way	ANOVA	including	age	(5)	and	types	of	children	(3)	as	factors.	There	were	the	main	effect	of	age	(F(4,1483)	=470.56,	p<.01),	the	main	effect	of	types	of	children,	(F(2,1483)	=148.13,	p<.01),	and	the	interaction	of	age	×	types	of	children	(F(8,1483)=2.79,p<.01).	Figure	7	displays	the	mean	scores	for	emotional	development.4.158.887.797.9 99.00.048.771.997.7100.04.535.387.0 94.1100.00204060801002-year-olds 3-year-olds 4-year-olds 5-year-olds 6-year-oldsSuccess rate (%)TD childrenEX-Low childrenEX-High childrenFigure 6 Success rates of L6 (understanding both “strong” and “weak”)3.565.417.428.739.373.004.726.347.589.062.773.294.876.538.3302468102-year-olds 3-year-olds 4-year-olds 5-year-olds 6-year-oldsMean scoreTD childrenEX-Low childrenEX-High childrenFigure 7 Mean scores for emotional development年報01本郷一夫 他-二[3-12].indd   7 2017/03/16   16:38:24―　　―8The	Social	Development	of	Young	Children	with	Externalizing	Behavior	Problems	 We	examined	the	item	success	rates	and	found	clear	differences	between	TD	children,	EX-Low	children,	and	EX-High	children	for	the	item	success	rates	of	E6	(Figure	8),	but	no	differences	among	them	for	the	item	success	rates	of	E7	(Figure	9).10.242.176.688.4 86.78.033.353.158.172.24.511.8 17.441.241.70204060801002-year-olds 3-year-olds 4-year-olds 5-year-olds 6-year-oldsSuccess rate (%)TD childrenEX-Low childrenEX-High childrenFigure 8 Success rates of E6 (regulation)10.927.960.289.490.89.117.946.967.483.38.0 5.926.147.166.70204060801002-year-olds 3-year-olds 4-year-olds 5-year-olds 6-year-oldsSuccess rate (%)TD childrenEX-Low childrenEX-High childrenFigure 9 Success rates of E7 (empathy)年報01本郷一夫 他-二[3-12].indd   8 2017/03/16   16:38:24―　　―9 AnnualBulletin,GraduateSchoolofEducation,TohokuUniversityVolume3Discussion	 These	results	suggest	that	children	with	externalizing	behavior	problems	have	difficulty	 in	group	activities,	especially	in	terms	of	concentrating	on	activities	and	cooperative	play.	They	also	seem	to	 face	challenges	 regarding	 language	development.	There	were	apparent	differences	between	TD	children	and	those	with	externalizing	behavior	problems	for	the	item	“He/She	can	say	the	names	of	three	kinds	of	flowers.”	However,	we	found	no	differences	for	the	item	“He/She	understands	both	 ‘strong’	and	 ‘weak.’”	This	 implies	 that	children	with	externalizing	behaviors	have	an	 imbalance	 in	 terms	of	 language	development.	Regarding	emotional	development,	we	observed	that	children	with	externalizing	behavioral	problems	faced	delays,	not	only	in	terms	of	regulating	their	emotions,	but	also	expressing	them.	 In	this	study,	we	used	the	“Social	Development	Checklist”	(Hongo	et	al.,	2015)	to	clarify	the	characteristics	of	children	with	externalizing	behavior	problems.	The	checklist	revealed	the	traits	of	children	with	externalizing	behavior	problems	especially	 in	group	activities	and	emotional	development.	The	“Social	Development	Checklist”	was	useful	 for	understanding	children	with	special	needs	and	creating	individual	educational	programs	for	them.ReferencesHongo,	K.,	 Iijima,	N.,	Takahashi,	C.,	Koizumi,	Y.,	Hirakawa,	K.,	&	Kamiya,	T.	 (2015).	Development	of	 the	Social	Development	Checklist	 for	Young	Children	 in	 the	Childcare	Situation.	Annual	Report,	Graduate	School	of	Education,	Tohoku	University,	64(1),	45-58.Hongo,	K.,	 Iijima,	N.,	Takahashi,	C.,Koizumi,	Y.,	Hirakawa,	K.,	&	Kamiya,	T.	 (2016).	Development	of	 “Difficult”	Children	 in	Childcare	Scenes:	Characteristics	of	 “Difficult”	Children	 Identified	Using	 “Social	Development	Checklist.”	Japanese	Journal	of	Clinical	Developmental	Psychology,	11,	85-91.Hongo,	K.,	Sawae,	Y.,	Suzuki,	T.,	Koizumi,	Y.,	&	Iijima,	N.	 (2003).	Research	on	the	Behavioral	Characteristics	of	“Difficult	Children”	and	Teacher’s	 Intervention	 in	Nursery	Schools.	 Japanese	 Journal	 on	Developmental	Disabilities,	25(1),	50-61.Oh-uchi,	A.,	Nagao,	H.,	&	Sakurai,	S.	(2008).	Development	of	an	Early	Childhood	Self-Regulation	Scale:	Social	Skills	and	Problem	Behavior.	Japanese	Journal	of	Education	Psychology,	56,	414-425.年報01本郷一夫 他-二[3-12].indd   9 2017/03/16   16:38:25年報01本郷一夫 他-二[3-12].indd   10 2017/03/16   16:38:25

The Social Development of Young Children with Externalizing Behavior Problems

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