The Relation between Chinese Preschoolers’ Social-Emotional Competence and Preacademic Skills

Lixin Ren, Lisa L. Knoche, Carolyn Pope Edwards

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Research Findings: The current study examines the relations between Chinese preschoolers’ social-emotional competence and their preacademic skills, as well as the role of child gender and parental education in such relations. A total of 154 children from the northeastern region of China were involved in the study. Both parents and head teachers of the target children completed measures of children’s social-emotional competence and preacademic skills. Multiple aspects of social-emotional competence were investigated. The results showed that children’s withdrawn behaviors and attention problems were negatively related to their preacademic skills. Both parent- and teacher-reported positive social behaviors were positively related to children’s preacademic skills. In addition, child gender and parental education together moderated the effects of children’s anxious/depressed problems and parent-reported social behaviors on children’s preacademic skills. Practice or Policy: Teacher training and support are needed to help preschool teachers (a) better support children who are socially withdrawn or have difficulty regulating attention and (b) understand the construct and importance of social-emotional development in relation to children’s preacademic development. In addition, child characteristics such as age and gender and socioeconomic factors need to be taken into consideration in the study of young children’s social-emotional and cognitive competence.

Original languageEnglish (US)
Pages (from-to)875-895
Number of pages21
JournalEarly Education and Development
Volume27
Issue number7
DOIs
StatePublished - Oct 2 2016

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parents
Social Behavior
social behavior
gender
teacher
Education
Training Support
emotional development
Age Factors
socioeconomic factors
teacher training
social development
Mental Competency
Social Skills
China
education
Parents
Head
Research
Teacher Training

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

The Relation between Chinese Preschoolers’ Social-Emotional Competence and Preacademic Skills. / Ren, Lixin; Knoche, Lisa L.; Edwards, Carolyn Pope.

In: Early Education and Development, Vol. 27, No. 7, 02.10.2016, p. 875-895.

Research output: Contribution to journalArticle

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