Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills

Autor/inn/en	Curby, Timothy W.; Brown, Chavaughn A.; Bassett, Hideko Hamada; Denham, Susanne A.
Titel	Associations between Preschoolers' Social-Emotional Competence and Preliteracy Skills
Quelle	In: Infant and Child Development, 24 (2015) 5, S.549-570 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.1899
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Kompetenz; Prädiktor; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frühleseunterricht; Buchstabenschrift; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Mother; Mutter; Elternhaus; Bildungsabschluss; Bildungsgut; Klassenklima; Unterrichtsklima
Abstract	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modelling indicated that preschoolers' expressiveness/regulation (angry/aggressive, cooperative/sensitive or anxious/withdrawn) and emotion knowledge predicted preliteracy performance (alphabet knowledge and print and phonological awareness), above and beyond gender, age, maternal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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01