Key Considerations in Assessing Young Children's Emotional Competence

Autor/inn/en	Denham, Susanne A.; Ferrier, David E.; Howarth, Grace Z.; Herndon, Kristina J.; Bassett, Hideko H.
Titel	Key Considerations in Assessing Young Children's Emotional Competence
Quelle	In: Cambridge Journal of Education, 46 (2016) 3, S.299-317 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2016.1146659
Schlagwörter	Preschool Children; Emotional Intelligence; Emotional Development; Emotional Adjustment; Competence; Early Childhood Education; Developmentally Appropriate Practices; Student Evaluation; Cultural Relevance; Definitions; Models; Measurement; Interpersonal Competence; Formative Evaluation; Summative Evaluation; Evaluation Criteria; Psychometrics; Rating Scales; Check Lists; Self Expression; Educational Policy; Social Skills Rating System + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Emotionale Intelligenz; Gefühlsbildung; Emotionale Anpassung; Kompetenz; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entwicklungsbezogene Bildung; Schulnote; Studentische Bewertung; Begriffsbestimmung; Analogiemodell; Messverfahren; Interpersonale Kompetenz; Psychometry; Psychometrie; Rating-Skala; Checkliste; Ausdruck; Politics of education; Bildungspolitik
Abstract	Recent years have witnessed a surge in evidence on preschoolers' emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing emotional competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of emotional competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of emotional competence; (4) describe a model leading from developmentally appropriate emotional competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing emotional competence of young children; (6) give guidance for new measurement development, and (7) suggest needed policy and practice in this area. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01