ERIC Number: EJ1076502
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills
Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.
Infant and Child Development, v24 n5 p549-570 Sep-Oct 2015
Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the associations between various social-emotional competencies and preliteracy skills in 91 preschool children attending seven Head Start classrooms were examined. Results of structural equation modelling indicated that preschoolers' expressiveness/regulation (angry/aggressive, cooperative/sensitive or anxious/withdrawn) and emotion knowledge predicted preliteracy performance (alphabet knowledge and print and phonological awareness), above and beyond gender, age, maternal education, attentional abilities and classroom emotional support. These findings serve to broaden the research surrounding social-emotional competence and highlight its association with academic readiness.
Descriptors: Social Development, Emotional Development, Competence, Predictor Variables, Early Intervention, Disadvantaged Youth, Structural Equation Models, Preschool Children, Psychological Patterns, Emergent Literacy, Phonological Awareness, Alphabets, Gender Differences, Age Differences, Mothers, Parent Background, Educational Attainment, Attention Span, Classroom Environment
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: R01 HD051514-02