Are relations between children’s hyperactive behavior, engagement, and social interactions in preschool transactional? A longitudinal study

The study investigates whether the relationship between hyperactive behaviour, engagement, and social interactions among children in kindergarten is mutually influenced (transactional). The researcher analyses how kindergarten teacher responsiveness and the quality of positive interactions with peers affect children’s hyperactive behaviour and level of engagement over time. The study aims to understand whether these social interactions can help reduce hyperactive behaviour and increase engagement among children in kindergarten.

The study found that there are mutual (transactional) relationships between child engagement, kindergarten teacher responsiveness, and the quality of positive interactions with peers. When children were more engaged, they also had better interactions with other children and received more attention from the adults. These positive interactions helped reduce hyperactive behaviour in the children. Hyperactive behaviour in itself, however, did not have as much impact on the quality of social interactions. That means increasing children’s engagement is more important for improving social interactions and reducing hyperactive behaviour than focusing directly on reducing hyperactivity.

The study followed 203 children aged one to five years from Swedish kindergartens over a period from 2012 to 2014. Data were collected at three different points to investigate changes and correlations over time. The researchers used questionnaires and observations to assess children’s hyperactive behaviour, engagement in activities, and the quality of social interactions with peers and kindergarten teachers. They then analysed the data to identify transactional pathways between these variables, and investigated how kindergarten teacher responsiveness and positive interactions between peers affected children’s hyperactive behaviour and engagement over time.

Sjöman, M. (2023). Are relations between children’s hyperactive behavior, engagement, and social interactions in preschool transactional? A longitudinal study. In Frontiers in Education (vol. 8, s. 944635). Frontiers Media SA.

Online year: 2022

Issue year: 2023

Review year: 2022