Trajectories of social-emotional development across pre-primary and early primary school
Social-emotional (SE) skills grow rapidly during the preschool years and support children's ability to manage stress and form positive relationships. Yet little research exists on how SE skills develop over time, particularly in low- and middle-income countries. We examined the development of p...
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| Published in: | Journal of applied developmental psychology Vol. 75; p. 101297 |
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| Main Authors: | , , , |
| Format: | Journal Article |
| Language: | English |
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01-07-2021
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| Abstract | Social-emotional (SE) skills grow rapidly during the preschool years and support children's ability to manage stress and form positive relationships. Yet little research exists on how SE skills develop over time, particularly in low- and middle-income countries. We examined the development of prosocial SE skills with four waves of data over three years in a sample of Ghanaian preschoolers (N = 1916; 47.6% female). We used factor analysis and vertical scaling to assess the dimensionality of prosocial SE skills and latent growth mixture modeling to identify subgroups as defined by different trajectories. We found two distinct subgroups—normative, in which children gained SE skills over time, and low-growth, in which children had lower initial skill levels and acquired skills at a slower rate over time. Group membership was associated with demographic characteristics and children's first grade academic outcomes, as well as other important non-academic skills.
•Assess trajectories of social-emotional skills in early childhood over three years.•Two groups were identified—normative and low-growth.•Group membership was associated with demographic characteristics.•Group membership was associated with academic and non-academic outcomes. |
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| AbstractList | Social-emotional (SE) skills grow rapidly during the preschool years and support children's ability to manage stress and form positive relationships. Yet little research exists on how SE skills develop over time, particularly in low- and middle-income countries. We examined the development of prosocial SE skills with four waves of data over three years in a sample of Ghanaian preschoolers (N = 1916; 47.6% female). We used factor analysis and vertical scaling to assess the dimensionality of prosocial SE skills and latent growth mixture modeling to identify subgroups as defined by different trajectories. We found two distinct subgroups-normative, in which children gained SE skills over time, and low-growth, in which children had lower initial skill levels and acquired skills at a slower rate over time. Group membership was associated with demographic characteristics and children's first grade academic outcomes, as well as other important non-academic skills. Social-emotional (SE) skills grow rapidly during the preschool years and support children's ability to manage stress and form positive relationships. Yet little research exists on how SE skills develop over time, particularly in low- and middle-income countries. We examined the development of prosocial SE skills with four waves of data over three years in a sample of Ghanaian preschoolers (N = 1916; 47.6% female). We used factor analysis and vertical scaling to assess the dimensionality of prosocial SE skills and latent growth mixture modeling to identify subgroups as defined by different trajectories. We found two distinct subgroups—normative, in which children gained SE skills over time, and low-growth, in which children had lower initial skill levels and acquired skills at a slower rate over time. Group membership was associated with demographic characteristics and children's first grade academic outcomes, as well as other important non-academic skills. •Assess trajectories of social-emotional skills in early childhood over three years.•Two groups were identified—normative and low-growth.•Group membership was associated with demographic characteristics.•Group membership was associated with academic and non-academic outcomes. |
| ArticleNumber | 101297 |
| Author | Reyes, Roland S. McDermott, Paul A. Wolf, Sharon Weiss, Emily M. |
| Author_xml | – sequence: 1 givenname: Sharon surname: Wolf fullname: Wolf, Sharon email: wolfs@upenn.edu – sequence: 2 givenname: Roland S. surname: Reyes fullname: Reyes, Roland S. – sequence: 3 givenname: Emily M. surname: Weiss fullname: Weiss, Emily M. – sequence: 4 givenname: Paul A. surname: McDermott fullname: McDermott, Paul A. |
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| CitedBy_id | crossref_primary_10_1007_s10643_022_01341_2 crossref_primary_10_1016_j_jpeds_2023_113611 crossref_primary_10_12688_healthopenres_13474_1 crossref_primary_10_1111_cdev_13909 crossref_primary_10_1007_s12671_024_02327_4 crossref_primary_10_1007_s12144_023_04494_4 |
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| Copyright | 2021 Elsevier Inc. Copyright Elsevier Science Ltd. Jul/Aug 2021 |
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| Keywords | Preschool Developmental trajectories Ghana Social-emotional learning Sub-Saharan Africa |
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| SubjectTerms | Children & youth Demography Developmental psychology Developmental trajectories Elementary schools Emotional development Factor analysis Ghana Membership Preschool Preschool children Prosocial behavior Skills Social development Social skills Social-emotional learning Stress management Sub-Saharan Africa |
| Title | Trajectories of social-emotional development across pre-primary and early primary school |
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