Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?

Autor/in	Denham, Susanne A.
Titel	Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?
Quelle	In: Early Education and Development, 17 (2006) 1, S.57-89 (33 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1207/s15566935eed1701_4
Schlagwörter	Early Childhood Education; Social Behavior; Social Problems; Young Children; School Readiness; Interpersonal Competence; Social Development; Negative Attitudes; Emotional Response; Problem Solving; Evaluation Methods + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Social behaviour; Soziales Verhalten; Social problem; Soziales Problem; Frühe Kindheit; Readiness for school; School ability; Schulreife; Interpersonale Kompetenz; Soziale Entwicklung; Negative Fixierung; Emotionales Verhalten; Problemlösen
Abstract	The overall issue of assessment during early childhood, and its relation to school readiness and other decisions, is currently widely debated. Expanding early childhood education and child care enrollments, better scientific knowledge about early childhood development, and decisions about public spending, necessitate careful consideration of which assessment tools to use, as well as why and when to use them. More specifically, the disconnection between the importance of social and emotional domains of development, and their status within educational programming and assessment, has long been lamented. The last several years have, however, witnessed a blossoming of attention to these areas during early childhood, as crucial for both concurrent and later well-being and mental health, as well as learning and academic success. Teachers view children's "readiness to learn" and "teachability" as marked by positive emotional expressiveness, enthusiasm, and ability to regulate emotions and behaviors. Based on these assertions, I suggest a battery of preschool social-emotional outcome measures, tapping several constructs central to emotional and social competence theory, specifically emotional expression, emotion regulation, emotion knowledge, social problem solving, and positive and negative social behavior. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10