Family and community predictors of comorbid language, socioemotional and behavior problems at school entry
The University of Warwick has produced a longitudinal study on language and problem/prosocial behaviour in the early years. The report examines the association between language, gender and behavioural, social and emotional difficulties and prosocial behaviour during the toddler years and at school entry. It shows that children growing up in families experiencing multiple, complex needs are at risk of experiencing developmental difficulties that are likely to affect their experiences at school. The early identification of these children provides an opportunity for professionals to arrange timely interventions that improve health and learning outcomes.