The structure of social and cognitive development in Native American children

Persistent Link:
http://hdl.handle.net/10150/288931
Title:
The structure of social and cognitive development in Native American children
Author:
Vekiari, Konstantina
Issue Date:
1999
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
An important question in the area of child development is the nature of the relationship between social and cognitive development. Does cognitive development affect social competence, are there reciprocal effects between the two areas, or does social competence affect cognitive development? The present study investigated the direction of effect between social development and cognitive development in Native American children during early childhood. The study involved the secondary analysis of existing data from the Navajo Nation Transition Project. Data for one hundred and fifty-one children attending Kindergarten were used in the study. The children were graduates of Head Start, a program that offered services to promote the development of low-income children and their families. Cognitive and social developmental level in this study was measured by a measurement and planning system (MAPS) devised for the assessment of young children's developing ability through a path-referenced approach. A nonrecursive linear structural equation model was used to examine if there was a reciprocal relationship between social and cognitive development. The study revealed a direction of effect from cognitive development to social development. No reciprocal relationship was found between the two areas of development. Future research directions and implications were also addressed.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Psychology, Social.; Education, Educational Psychology.; Psychology, Developmental.; Sociology, Ethnic and Racial Studies.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Bergan, John R.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleThe structure of social and cognitive development in Native American childrenen_US
dc.creatorVekiari, Konstantinaen_US
dc.contributor.authorVekiari, Konstantinaen_US
dc.date.issued1999en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractAn important question in the area of child development is the nature of the relationship between social and cognitive development. Does cognitive development affect social competence, are there reciprocal effects between the two areas, or does social competence affect cognitive development? The present study investigated the direction of effect between social development and cognitive development in Native American children during early childhood. The study involved the secondary analysis of existing data from the Navajo Nation Transition Project. Data for one hundred and fifty-one children attending Kindergarten were used in the study. The children were graduates of Head Start, a program that offered services to promote the development of low-income children and their families. Cognitive and social developmental level in this study was measured by a measurement and planning system (MAPS) devised for the assessment of young children's developing ability through a path-referenced approach. A nonrecursive linear structural equation model was used to examine if there was a reciprocal relationship between social and cognitive development. The study revealed a direction of effect from cognitive development to social development. No reciprocal relationship was found between the two areas of development. Future research directions and implications were also addressed.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectPsychology, Social.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectPsychology, Developmental.en_US
dc.subjectSociology, Ethnic and Racial Studies.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBergan, John R.en_US
dc.identifier.proquest9923155en_US
dc.identifier.bibrecord.b39470805en_US
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