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Peer Effects on Head Start Children's Preschool Competency
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DeLay, Dawn; Hanish, Laura D.; Martin, Carol Lynn; Fabes, Richard A. – Developmental Psychology, 2016
The goals of this study were to investigate whether young children attending Head Start (N = 292; M[subscript age] = 4.3 years) selected peers based on their preschool competency and whether children's levels of preschool competency were influenced by their peers' levels of preschool competency. Children's peer interaction partners were…
Descriptors: Peer Influence, Early Intervention, Disadvantaged Youth, Young Children
Social and Relational Factors in Early Education and Prosocial Actions of Children of Diverse Ethnocultural Communities
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Spivak, Asha L.; Howes, Carollee – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2011
This study examined whether social exchanges and relationships among young children and with teachers in early care and education are associated with prosocial behavior of children from diverse ethnocultural backgrounds. Social and relational factors including closeness of the teacher-child relationship, emotional tone of teacher-child…
Descriptors: Play, Prosocial Behavior, Disadvantaged Youth, Interpersonal Relationship
Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children
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Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton – Early Education and Development, 2010
Research Findings: The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be…
Descriptors: Federal Legislation, Disadvantaged Youth, Young Children, Academic Achievement
Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social-Emotional Competencies
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Sheridan, Susan M.; Knoche, Lisa L.; Edwards, Carolyn P.; Bovaird, James A.; Kupzyk, Kevin A. – Early Education and Development, 2010
Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social-emotional competence is a key component of young children's school readiness. This study…
Descriptors: School Readiness, Early Intervention, Disadvantaged Youth, Preschool Children
Factor Structure of the Pictorial Scale of Perceived Competence and Social Acceptance With Two Pre-Elementary Samples
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Mantzicopoulos, Panayota; French, Brian F.; Maller, Susan J. – Child Development, 2004
Competing models of the factorial structure of the Pictorial Scale of Perceived Competence and Social Acceptance (PSPCSA) were tested for fit using multisample confirmatory factor analysis. The best fitting model was tested for invariance (a) across samples of middle-class (n251) and economically disadvantaged (Head Start, n=117) kindergarten…
Descriptors: Disadvantaged Youth, Measures (Individuals), Economically Disadvantaged, Kindergarten