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Associations between preschoolers' social-emotional competence and preliteracy skills

Resource Type: Reports & Papers
Author(s): Curby, Timothy W.; Brown, Chavaughn; Bassett, Hideko H.; Denham, Susanne A.;
Date Issued: September/October 2015
Description: Identifying and understanding the predictors of preliteracy skills can set the stage for success in a child's academic career. Recent literature has implicated social-emotional competence as a potential component in helping children learn preliteracy skills. To further understand the role of social-emotional competence in preliteracy, the associations between various social-emotional competencies and preliteracy skills in 91 preschool children attending seven Head Start classrooms were examined. Results of structural equation modelling indicated that preschoolers' expressiveness/regulation (angry/aggressive, cooperative/sensitive or anxious/withdrawn) and emotion knowledge predicted preliteracy performance (alphabet knowledge and print and phonological awareness), above and beyond gender, age, maternal education, attentional abilities and classroom emotional support. These findings serve to broaden the research surrounding social-emotional competence and highlight its association with academic readiness. (author abstract)
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Funder(s): National Institute of Child Health and Human Development (U.S.)
Journal Title: Infant and Child Development
Volume Number: 24
Issue Number: 5
Page Range: 549-570
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Children & Child Development > Child Development & School Readiness > Early Literacy

Programs, Interventions & Curricula > Programs > Early Head Start/Head Start
Country: United States
ISSN: 1522-7227 Paper
1522-7219 Online
Peer Reviewed: yes
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