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Exploring Links between Social Competence, Immigrant Background, and Children's Preschool Adjustment
Peer reviewed
Direct linkFederica Zava; Stefania Sette; Giovanni Maria Vecchio; Fiorenzo Laghi; Emma Baumgartner; Robert J. Coplan – Early Education and Development, 2025
Research Findings: In the present study, we investigated the roles of children's social competence and immigrant background in the prediction of the quality of children's relationships with peers and teachers and school adjustment. Participants were N = 212 children (M[subscript age] = 58.32 months, SD = 10.72; n = 98 with an immigrant background)…
Descriptors: Interpersonal Competence, Immigrants, Peer Relationship, Teacher Student Relationship
Catrinel A. ?tefan; Delia Cristescu; Ingrid Danila – Early Education and Development, 2024
The Social-Emotional Prevention Program (SEP) is a multi-focused intervention combining universal and indicated intervention strategies delivered face-to-face and through the use of technology. The study's objectives were to assess comparatively SEP effectiveness as a function of preschoolers' baseline risk of externalizing problems and to…
Descriptors: Program Effectiveness, Intervention, Prevention, Preschool Children
Gaspar, Maria Filomena; Patras, Joshua; Hutchings, Judy; Homem, Tatiana; Azevedo, Andreia Fernandes; Pimentel, Mariana; Baptista, Elsa; Major, Sofia; Vale, Vera; Seabra-Santos, Maria – Early Education and Development, 2023
Research Findings: The Incredible Years Teacher Classroom Management (IY-TCM) program has shown efficacy in reducing behavioral problems and improving social skills among children experiencing poverty. However, quantitative studies that concentrate on its efficacy in relation to "proximal classroom outcomes" (e.g., classroom emotional…
Descriptors: Preschool Teachers, Classroom Techniques, Program Effectiveness, Psychological Patterns
Chan, Megan; Williams, Aya I.; Teng, Yin-Ping Teresa; Zhou, Qing – Early Education and Development, 2023
Research Findings: Emotion talk (ET) is an emotion socialization practice theorized to promote children's socioemotional competence. The present study examined parent and child ET in two subgroups of Chinese-heritage families in low-income communities: Chinese immigrant families in U.S. (CA) and Taiwanese families in Taiwan (TW). In a sample of 75…
Descriptors: Chinese Americans, Immigrants, Foreign Countries, Cultural Background
Ren, Lixin; Zhang, Xiao; Zhou, Ning; Ng, Mei Lee – Early Education and Development, 2017
Research Findings: This study examined how child negative emotionality interacted with mothers' self-reported parenting in predicting different aspects of social functioning among very young Chinese children. A total of 109 Chinese nursery children in Hong Kong participated with their parents. Maternal supportive and aversive parenting practices…
Descriptors: Foreign Countries, Mothers, Child Rearing, Psychological Patterns
Sette, Stefania; Baumgartner, Emma; MacKinnon, David P. – Early Education and Development, 2015
Research Findings: The main goals of this study were to examine the factor validity of the Social Competence and Behavior Evaluation (SCBE-30) scale using exploratory factor analysis and confirmatory factor analysis and to test factor invariance across gender in a sample of Italian preschool-age children (241 boys, 252 girls). The concurrent…
Descriptors: Foreign Countries, Preschool Children, Interpersonal Competence, Behavior Problems
Rueda, M. Rosario; Checa, Purificacion; Rothbart, Mary K. – Early Education and Development, 2010
Research Findings: Part of the attention system of the brain is involved in the control of thoughts, emotions, and behavior. As attentional control develops, children are more able to control cognition and responses flexibly and to adjust their behavior in social interactions better. In this article, we discuss evidence from different levels of…
Descriptors: Attention Control, Academic Achievement, Parents, Brain
