Social-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach

Autor/inn/en	Denham, Susanne A.; Bassett, Hideko; Mincic, Melissa; Kalb, Sara; Way, Erin; Wyatt, Todd; Segal, Yana
Titel	Social-Emotional Learning Profiles of Preschoolers' Early School Success: A Person-Centered Approach
Quelle	In: Learning and Individual Differences, 22 (2012) 2, S.178-189 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2011.05.001
Schlagwörter	Day Schools; Disadvantaged Youth; Learning Motivation; Kindergarten; Interpersonal Competence; Gender Differences; Private Schools; At Risk Students; Preschool Children; Social Development; Emotional Development; Child Development; Social Behavior; Problem Solving; Self Management; Student Participation; Student Adjustment; Academic Achievement; Early Childhood Education; Student Characteristics; Affective Behavior; Affective Measures; Correlation; Observation + Suchen Sie Ihr Suchwort? Day school; Halbtagsschule; Benachteiligter Jugendlicher; Motivation for studies; Lernmotivation; Interpersonale Kompetenz; Geschlechterkonflikt; Private school; Privatschule; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Kindesentwicklung; Social behaviour; Soziales Verhalten; Problemlösen; Selbstmanagement; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Affective disturbance; Active behaviour; Affektive Störung; Korrelation; Beobachtung
Abstract	Examined how aspects of social-emotional learning (SEL)--specifically, emotion knowledge, emotional and social behaviors, social problem-solving, and self-regulation--clustered to typify groups of children who differ in terms of their motivation to learn, participation in the classroom, and other indices of early school adjustment and academic success. 275 four-year-old children from private day schools and Head Start were directly assessed and observed in these areas, and preschool and kindergarten teachers provided information on social and academic aspects of their school success. Three groups of children were identified: SEL Risk, SEL Competent-Social/Expressive, and SEL Competent-Restrained. Group members differed on demographic dimensions of gender and center type, and groups differed in meaningful ways on school success indices, pointing to needed prevention/intervention programming. In particular, the SEL Risk group could benefit from emotion-focused programming, and the long-term developmental trajectory of the SEL Competent-Restrained group requires study. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10