Social-emotional development in preschoolers often functions as a gateway into
more advanced social and academic behaviors; social-emotional experiences during the
preschool years may enhance or diminish a child’s later adjustment and academic
outcome. With the current focus on promoting pre-academic skills in preschool
programs, the importance of social-emotional development has been left behind. The
U.S. Department of Health and Human Services requires initial and follow-up screening
of academic readiness skills for the Head Start programs. At the same time, much of the
research that relates social-emotional development to academic outcome was completed
20 to 30 years ago. This study examined the relation between academic skills and
social-emotional development in the beginning and end of one school year.
Approximately 150 children ages 3 to 5 years old were assessed in six Head Start centers
in different cities in rural Texas. Each student participated in an academic screening
within the first 45 days of school and again at the end of the school year. A parent and
teacher also completed a rating scale on each student’s social and emotional skills at the
beginning of school. The purpose of this study was to contribute to a better understanding of the
impact social-emotional development has on the academic progress for preschool-aged
children. The overall goal of this study was to determine the extent to which socialemotional
development can predict school readiness in Head Start children. The central
hypothesis of this study was that social-emotional development can facilitate or impede
children’s academic progress. This project was a prospective, repeated measures, singlesample
design. The Head Start children who participated in this study were assessed at
the beginning and end of the school year. Gain scores were used to measure the growth
in academic skills over one school year and compared to initial social-emotional skill
level. Results suggest a relationship between adaptive skills and academic gains in one
year is evident in Head Start children, which indicates the importance of continuing to
provide services and funding for services that go beyond the basic academic tasks. This
study found that social-emotional development influences many vital attributes in a
child’s growth, including academic success.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-1866 |
| Date | 02 June 2009 |
| Creators | Team, Rachel Marie |
| Contributors | Riccio, Cynthia A. |
| Source Sets | Texas A and M University |
| Language | en_US |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | electronic, application/pdf, born digital |
Page generated in 0.0102 seconds