Page 4 - Research and Eval revised
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ABSTRACT
INTRODUCTION. Social-emotional development in early childhood supports the growth of children’s social-emotional competence. This includes their experience, expression, management of emotions, and their ability to establish positive and rewarding relationships with others. Social-emotional skills developed during early childhood have been shown to make significant contributions to children’s continued academic success. On the other hand, low social-emotional development in early childhood is associated with serious problem behaviors in adolescence and adulthood, which can undermine academic success. This study aims to examine the differences of age, gender, and language in early childhood social-emotional development.
METHOD. This study used a sample from a Head Start program in Harris County, Texas. The sample included 1,043 children, ages 3 and 4. Four-way repeated ANOVA was conducted to examine the age, gender, and language differences in children’s social-emotional development across three time points.
FINDINGS. On average, 4-year-old children had higher social-emotional development scores than 3-year-old children. Female children had higher social-emotional development scores than male children. English-speaking children had a different trajectory in social-emotional development compared to Spanish-speaking children, especially within the 3-year-old group.
KEY WORDS:
social-emotional development, age, gender, language, low-income children, minority


































































































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