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Validating the Social-Emotional Assessment Measure (36-66 Months) for Use among Chinese Preschoolers
Jingjing Zhu; Wanjuan Weng; Xiaoyan Bian; Tingting Yang; Taylor Nicole Mule'; Yeh Hsueh; Yan Li – Journal of Psychoeducational Assessment, 2024
This study examined the psychometric properties of the Chinese version of the Social-Emotional Assessment Measure (SEAM) (33-66 months), which is designed to assess social-emotional difficulties and behavior disorders in young children. In this case, the SEAM was translated and back-translated. The sample included 2477 preschoolers (1256 boys;…
Descriptors: Social Development, Emotional Development, Preschool Children, Foreign Countries
Iris Duinmeijer; Sanne Peet; Lonneke Janssen; Annette Scheper; Margo Zwitserlood-Nijenhuis; Wendy Bliekendaal; Marijke Zoons; Britt Hakvoort – International Journal of Language & Communication Disorders, 2025
Background: Children with developmental language disorder (DLD) have problems acquiring language, affecting their communicative participation, social--emotional functioning (SEF) and quality of life (QoL). Aims: To investigate whether communicative participation mediates the relation between language and SEF and QoL. Methods & Procedures: In a…
Descriptors: Language Impairments, Developmental Delays, Communication Skills, Quality of Life
Iruka, Iheoma U.; Sheridan, Susan; Koziol, Natalie; Schumacher, Rachel; Kerby, Hannah; Prokasky, Amanda; Choi, Dong-ho – Elementary School Journal, 2022
Using data from a Midwest project, this study examines malleable factors associated with the reduction of language, achievement, and social-emotional development gaps among Black, Latine, and White children at the end of kindergarten. Gaps at the end of kindergarten between Latine and White children in expressive language, and between Black and…
Descriptors: African American Students, Hispanic American Students, White Students, Kindergarten
Busch, J.; Cabrera, N.; Ialuna, F.; Buchmüller, T.; Leyendecker, B. – Early Education and Development, 2022
Research Findings: We assessed socio-emotional behavior, nonverbal reasoning, German receptive language, and motor skills of refugee children attending early childhood development [ECD] programs and of those who did not (N = 207, mean age = 69.4 months). Young refugee children overall demonstrated lower levels of development and more…
Descriptors: Foreign Countries, Refugees, Preschool Children, Preschool Education
Schmitt, Sara A.; Finders, Jennifer K.; Duncan, Robert J.; Korucu, Irem; Bryant, Lindsey M.; Purpura, David J.; Elicker, James G. – Developmental Psychology, 2021
The present study examined longitudinal associations between behavioral self-regulation and social-emotional functioning across four waves of measurement during the transition from preschool to kindergarten in a low-income sample. Participants included two cohorts of children (N = 558; 51% male). Children in both cohorts were 4 years old (Cohort…
Descriptors: Correlation, Self Control, Social Development, Emotional Development
Houri, Alaa K.; Miller, Faith G. – Early Education and Development, 2020
Research Findings: Universal screening practices that utilize reliable and valid screening measures are vital for identifying social-emotional and behavioral (SEB) concerns for students at-risk for future behavioral and academic difficulties. Screening procedures implemented at the start of kindergarten can result in early identification and…
Descriptors: School Readiness, Kindergarten, Screening Tests, Social Development
Tersi, Marina; Matsouka, Ourania – International Journal of Instruction, 2020
The purpose of this study was to examine the effect of a structured, playful activity program on the development of social skills in preschool aged children (4-6 years) during break time in the schoolyard of kindergarten. The participants were 40 pupils (26 toddlers and 14 pre-toddlers, 26 boys and 14 girls) from one Greek public kindergarten.…
Descriptors: Interpersonal Competence, Play, Program Effectiveness, Preschool Children
Watts, Rachel; Pattnaik, Jyotsna – Early Childhood Education Journal, 2023
The negative impacts of COVID 19 on children's holistic development have been reported by researchers around the world. This qualitative study explored teachers' and parents' perspectives on the impact of physical/social distancing and school closure policies on children's socioemotional development. The study was conducted in fall 2020. The…
Descriptors: COVID-19, Pandemics, Teacher Attitudes, Parent Attitudes
Çiftçi, Hale Dere; Ceylan, Remziye; Çolak, Feride Gök – Participatory Educational Research, 2021
The aim of this study was to determine the relationship between four to five year old children's social competence levels and their ability to communicate with their mothers. Social competence has an important role in developing positive relationships in children's lives. One of the most important factors in the development of social competence in…
Descriptors: Correlation, Preschool Children, Kindergarten, Mothers
Zarra-Nezhad, Maryam; Viljaranta, Jaana; Sajaniemi, Nina; Aunola, Kaisa; Lerkkanen, Marja-Kristiina – Early Child Development and Care, 2022
This study focused on associations between children's socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children's social withdrawal (as a temperamental characteristic) in these associations.…
Descriptors: Child Development, Parenting Styles, Social Development, Emotional Development
Meyrick, Christopher S. – ProQuest LLC, 2019
The occurrence of behaviors that require disciplinary action will always be an issue without programs to support the social and emotional development of students at a young and critical age. The problem school districts face is how to appropriately and effectively provide consequences to different targeted age groups, based on their social and…
Descriptors: Values Education, Program Descriptions, Program Effectiveness, Self Control
Sheridan, Susan M.; Knoche, Lisa L.; Boise, Courtney; Witte, Amanda; Koziol, Natalie; Prokasky, Amanda; Schumacher, Rachel; Kerby, Hannah – Early Education and Development, 2022
Social-behavioral functioning during early childhood is associated with children's academic and social success concurrently and over time. This study explored how concurrent, year-to-year, and sustained parent--teacher and student--teacher relationships predicted children's social skills and problem behaviors across the preschool to Grade 1…
Descriptors: Preschool Children, Elementary School Students, Preschool Education, Kindergarten
Davies, Michael; Elliott, Stephen; Frey, Jennifer; Cooper, Greta – International Journal of Disability, Development and Education, 2021
Short term experimental studies by DiPerna and colleagues have demonstrated the efficacy of the Social Skills Improvement System (SSIS) to measure and improve the social skills and academic functioning of students from Preparatory year to Grade 3 and to decrease problem behaviours. This longitudinal school-led project applied the multi-tiered…
Descriptors: Elementary School Students, Social Emotional Learning, Program Effectiveness, Intervention
Meghan E. McDoniel; Kristin A. Buss – Early Education and Development, 2018
Research Findings: Exuberant temperament, characterized by high approach and positive affect, is linked to socioemotional outcomes including risk of externalizing symptoms across development. Externalizing problems interfere with children's school readiness and lead to disruptive behavior in the classroom. While some moderating factors help…
Descriptors: Parent Child Relationship, Toddlers, Personality, Mothers
Kim, Helyn; Cameron, Claire E.; Kelly, Cara A.; West, Hall; Mashburn, Andrew J.; Grissmer, David W. – Journal of Psychoeducational Assessment, 2019
This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…
Descriptors: Preschool Children, Interaction, Teacher Student Relationship, Peer Relationship