An Exploration of Language and Social-Emotional Development of Children with and without Disabilities in a Statewide Pre-Kindergarten Program

An Exploration of Language and Social-Emotional Development of Children with and without Disabilities in a Statewide Pre-Kindergarten Program

This study of the relationship between early receptive vocabulary development and social-emotional competencies examines differences among typically developing children and peers with disabilities within a state-wide program that meets all 10 of National Institute for Early Education Research (Barne...

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Bibliographic Details
Published in:Education & treatment of children Vol. 43; no. 1; pp. 7 - 19
Main Authors: Kerch, Cailin J., Donovan, Carol A., Ernest, James M., Strichik, Tracye, Winchester, Joy
Format: Journal Article
Language:English
Published: Cham Springer International Publishing 01-04-2020
West Virginia University Press, University of West Virginia
Subjects:
Academic achievement
Achievement Gap
Behavior
Behavior disorders
Behavior Problems
Behavioral Science and Psychology
Brain research
Child and School Psychology
Child Development
Children
Children with disabilities
Children's furniture
Class size
Classrooms
Clinical Psychology
Curricula
Developmental Psychology
Disabled children
Early childhood education
Early literacy
Emotions
Kindergarten
Language
Language Acquisition
Learning
Original Article
Preschool education
Professional development
Psychology
Reading Achievement
Social skills
Teachers
Young Children
Social emotional development
Disabilities
Early literacy
Pre-kindergarten
Early language
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Summary:This study of the relationship between early receptive vocabulary development and social-emotional competencies examines differences among typically developing children and peers with disabilities within a state-wide program that meets all 10 of National Institute for Early Education Research (Barnett et al. 2017 ) programmatic benchmarks for quality early learning. Findings show that children in the sample with higher total protective factors have fewer externalized behavioral concerns and higher language development, and that children with disabilities in the sample differ in their ability to self-regulate or take initiative, and are rated higher for behavioral concerns. All children, however, increased their language above expected developmental trends after 1 year in the quality pre-K classroom. Recommendations are provided for how to deliver quality early learning that includes supporting all children’s social-emotional and language development.
ISSN:0748-8491
1934-8924
DOI:10.1007/s43494-020-00002-6