The current study examined associations between children’s cumulative educational assets in the early grades and end of first grade social-emotional outcomes for children from English- and Spanish-speaking families. Data were drawn from a sample of preschool-aged children (N = 1,132) from low-income families in a large, culturally, and linguistically diverse sample followed annually from pre-kindergarten through first grade. (author abstract)
Cumulative experience of educational assets from preschool through first grade and the social-emotional well-being of English- and Spanish-speaking children
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