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Promoting Social Competence in ECE: Predicting the Development of Prosocial Behavior from Early Experiences in Child Care and Families

The objective of this study is to determine which features of non-parental child care and education (ECE), from infancy through preschool, together with family experiences, predict the development of prosocial behavior, a critical and early-appearing component of social competence. Exploring these associations is especially important given the ubiquity of ECE in the lives of infants and young children today, and the central role of prosocial behavior in academic and social success.
Resource Type:
Administration for Children and Families/OPRE Projects
Principal Investigator(s):

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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