How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments

Autor/inn/en	Denham, Susanne A.; Bassett, Hideko H.; Zinsser, Katherine; Wyatt, Todd M.
Titel	How Preschoolers' Social-Emotional Learning Predicts Their Early School Success: Developing Theory-Promoting, Competency-Based Assessments
Quelle	In: Infant and Child Development, 23 (2014) 4, S.426-454 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.1840
Schlagwörter	Social Development; Emotional Development; Executive Function; School Readiness; Academic Achievement; Preschool Children; Prediction; Student Adjustment; Self Control; Least Squares Statistics; Kindergarten; Metacognition; Aggression; Prosocial Behavior; Teacher Attitudes + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Readiness for school; School ability; Schulreife; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorhersage; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Lehrerverhalten
Abstract	Starting on positive trajectories at school entry is important for children's later academic success. Using partial least squares, we sought to specify interrelations among all theory-based components of social-emotional learning (SEL), and their ability to predict later classroom adjustment and academic readiness in a modelling context. Consequently, self-regulation, emotion knowledge, social problem solving, and social-emotional behaviour were assessed via direct assessment and observation for 101 preschoolers; teachers provided information on classroom adjustment through kindergarten and academic readiness in kindergarten. Our final outer (measurement) model showed robust latent variables for SEL components. Regarding the inner (structural) model, latent variables showed expected predictive relations among SEL components, and with later classroom adjustment and academic readiness: preschoolers' executive control predicted aspects of their social cognition (i.e., emotion knowledge and social problem solving) and emotionally negative/aggressive behaviour, and emotion knowledge predicted their emotionally regulated/prosocial behaviour. Further, most SEL components directly and/or indirectly predicted teachers' evaluations of later classroom adjustment and kindergarten academic readiness. Our findings extend our understanding of SEL during preschool, suggesting that early assessment and monitoring is possible using these instruments, and potentially aiding the development of programmes to maximize children's SEL in the service of early school success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10