Share This Article:

The Impact of Preschool Social-Emotional Development on Academic Success of Elementary School Students

Abstract Full-Text HTML Download Download as PDF (Size:130KB) PP. 787-791
DOI: 10.4236/psych.2013.411112    7,086 Downloads   15,358 Views   Citations
Author(s)    Leave a comment

ABSTRACT

Social and emotional development is considered as an important factor in child development, especially considering its importance in child school readiness. Social and emotional development consists of the relationships an individual has with others, the level of self-control, and the motivation and perseverance a person has during an activity. This study examined the relationship between children’s preschool social and emotional development and their academic success in primary school. There were 96 children from Pristine participating in the study, 28 of them in the first grade, 32 in the second grade, 15 in the third grade and 21 in the fourth grade. To determine the relationship between children’s social and emotional development, during their preschool years, the ELDS assessment form was used, while for their academic achievements in each grade, the ELDS assessment form was used for their grades in two subjects. Several hierarchical regressions were used to determine the relationship between children’s social and emotional development, during their preschool years and their academic success. The results of this study revealed that the social and emotional development showed significant predictive value for the first, second and third grade criterion variables. While for the fourth grade, there was no significant predictive value.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

Shala, M. (2013). The Impact of Preschool Social-Emotional Development on Academic Success of Elementary School Students. Psychology, 4, 787-791. doi: 10.4236/psych.2013.411112.

References

[1] Ainsworth, M. D. (1973). The development of infant mother attachment. In B. M. Caldwell, & H. N. Ricciuti (Eds.), Review of child development research (Vol. 3). Chicago, IL: University of Chicago Press.
[2] Agostin, R. M., & Bain, S. K. (1997). Predicting early school success with development and social skills screeners. Psychology in the Schools, 34, 219-228.
http://dx.doi.org/10.1002/(SICI)1520-6807(199707)34:3<219::AID-PITS4>3.0.CO;2-J
[3] Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111-127
http://dx.doi.org/10.1037/0003-066X.57.2.111
[4] Bowlby, J. (1969). Attachment and loss. Vol. 1: Attachment. New York: Basic Books.
[5] Browne, G., Gafni, A., Roberts, J., Byrne, C., & Majumdar, B. (2004). Effective/efficient mental health programs for school-age children: A synthesis of reviews. Social Science & Medicine, 58, 1367-1384.
http://dx.doi.org/10.1016/S0277-9536(03)00332-0
[6] Burchinal, M. R., Peisner-Feinberg, E., Pianta, R., & Howes, C. (2002). Development of academic skills from preschool through second grade: Family and classroom predictors of developmental trajectories. Journal of School Psychology, 40, 415-436.
http://dx.doi.org/10.1016/S0022-4405(02)00107-3
[7] Campbell, F.A., Ramey, C.T., Pungello, E., Sparling, J., & Miller-Johnson, S. (2002). Early childhood education: Young adult outcomes from the Abecedarian Project. Applied Developmental Science, 6, 42-57.
http://dx.doi.org/10.1207/S1532480XADS0601_05
[8] Caldwell, H. N., Arnold, D. H., Ortiz, C., Curry, J. C., Stowe, R. M., Goldstein, N. E., Fisher, P. H., Zeljo, A., & Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111-127.
http://dx.doi.org/10.1037/0003-066X.57.2.111
[9] Child Trends (2002). Facts at a glance. Washington DC: Child Trends.
[10] Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92, 458-465.
http://dx.doi.org/10.1037/0022-0663.92.3.458
[11] Connell, C. M., & Prinz, R. J. (2002). The impact of childcare and parent-child interactions on school readiness and social skills development for low income African American children. Journal of School Psychology, 40, 177-193.
http://dx.doi.org/10.1016/S0022-4405(02)00090-0
[12] Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, Special Issue: Measurement of school Readiness, 17, 57-89.
[13] Dockett, S., & Perry, B. (2003). Children starting school: What should children, parents and school teachers do? Australian Research in Early childhood Education, 10, 1-12.
[14] Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behavior in children. New York: Wiley.
http://dx.doi.org/10.1017/CBO9780511571121
[15] Emde, R. N. (1998). Early emotional development: New modes of thinking for research and intervention. In J. G. Warhol (Ed.), New perspectives in early emotional development (pp. 29-45). Johnson & Johnson Pediatric Institute.
[16] Greenberg, M., Weissberg, R., O Brien, M., Zins, J., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474.
http://dx.doi.org/10.1037/0003-066X.58.6-7.466
[17] Harris, J. R. (1995). Where is the child’s environment? A group socialization theory of development. Psychological Review, 102, 458-489.
http://dx.doi.org/10.1037/0033-295X.102.3.458
[18] Howes, C., Hamilton, C. E., & Philipsen, L. C. (1998). Stability andcontinuity of caregiver and child-peer relationships. Child Development, 69, 418-426.
[19] Howes, C., Burchinal, M., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s preacademic achievement in prekindergarten programs. Early Childhood Research Quarterly, 23, 27-50. http://dx.doi.org/10.1016/j.ecresq.2007.05.002
[20] Konold, T. R., & Pianta, R. C. (2005). Empirically-derived, per sonoriented patterns of school readiness in typically-developing children: Description and prediction to first grade achievement. Applied Developmental Science, 9, 174-187.
http://dx.doi.org/10.1207/s1532480xads0904_1
[21] La Paro, K. M., & Pianta, R. C. (2000). Predicting children’s competence in the early school years: A meta-analytic review. Review of Educational Research, 70, 443-484.
http://dx.doi.org/10.3102/00346543070004443
[22] Ladd, G. W., Kochenderfer, B. J., & Coleman, C. C. (1997). Classroom peer acceptance, friendship, and victimization: Distinct relational systems that contribute uniquely to children’s school adjustment? Child Development, 68, 1181-1197. http://dx.doi.org/10.2307/1132300
[23] LeBuffe, P. A., & Naglieri, J. A. (1998). The Devereux Early Childhood Assessment (DECA). Villanova, PA: Devereux Foundation.
[24] McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning related social skills. Early Childhood Research Quarterly, 15, 307-329.
http://dx.doi.org/10.1016/S0885-2006(00)00069-7
[25] Normandeau, S., & Guay, F. (1998). Preschool behavior and first grade school achievement: The meditational role of cognitive self-control. Journal of Educational Psychology, 90, 111-121.
http://dx.doi.org/10.1037/0022-0663.90.1.111
[26] O’Neil, R., Welsh, M., Parke, R. D., Wang, S., & Strand, C. (1997). A longitudinal assessment of the academic correlates of early peer acceptance and rejection. Journal of clinical child psychology, 26, 290-303. http://dx.doi.org/10.1207/s15374424jccp2603_8
[27] O’Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 340-369.
http://dx.doi.org/10.3102/0002831207302172
[28] Pianta, R. C., & Harbers, K. L. (1996). Observing mother and child behavior in a problem solving situation at school entry: Relations with academic achievement. Journal of School Psychology, 34, 307-322.
http://dx.doi.org/10.1016/0022-4405(96)00017-9
[29] Raver, C. C., & Zigler, E. F. (1997). Social competence: An untapped dimension of Head Start’s success. Early Childhood Research Quarterly. In Ricciuti (Eds.), Review of child development research (Vol. 3, pp. 363-385). Chicago, IL: University of Chicago Press.
[30] Raver, C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report of the Society for Research in Child Development, 16, 1-20.
[31] Rimm-Kaufman Sara, E., La Paro Karen, M., Downer Jason, T., & Pianta Robert, C. (2005). The contribution of classroom setting and quality of instruction to children’s behavior in kindergarten classrooms. The Elementary School Journal, 105, 377-394.
http://dx.doi.org/10.1086/429948
[32] Saarni, C., Mumme, D. L., & Campos, J. J. (1998). Emotional development: Action, communication and understanding. In W. Damon (Ed.), Handbook of child psychology (5th ed., pp. 237-309). New York: Wiley.
[33] Slaughter-Defoe, D. T., & Rubin, H. H. (2001). A longitudinal case study of Head Start eligible children: Implications for urban education. Educational Psychologist, 36, 31-44.
http://dx.doi.org/10.1207/S15326985EP3601_4
[34] Schweinhart, L. J., & Weikart, D. P. (1997). The high/scope preschool curriculum comparison study through age 23. Early Childhood Research Quarterly, 12, 117-143.
http://dx.doi.org/10.1016/S0885-2006(97)90009-0
[35] Smith, M., & Walden, T. (2001). An exploration of African American preschool-aged children’s behavioral regulation in emotionally arousing situations. Child Study Journal, 31, 13-43.
[36] Sroufe, L. A. (1996). Emotional development: The organization of emotional life in the early years. New York: Cambridge University Press.
http://dx.doi.org/10.1017/CBO9780511527661
[37] Shonkoff. J. P., & Phillips, D. A. (eds.) (2000). From neurons to neighborhoods: The science of early childhood development. Committee on integrating the Science of Early Childhood Development, National Research Council and Institute of Medicine. Washington DC: National Academy Press.
[38] Tennant, R., Goens, C., Barlow, J., Day, C., & Stewart-Brown, S. (2007). A systematic review of reviews of interventions to promote mental health and prevent mental health problems in children and young people. Journal of Public Mental Health, 6, 25-32.
http://dx.doi.org/10.1108/17465729200700005
[39] Turner, L. A., & Johnson, B. (2003). A model of mastery motivation for at-risk preschoolers. Journal of Educational Psychology, 95, 495-505. http://dx.doi.org/10.1037/0022-0663.95.3.495
[40] Thompson, R. A. (1998). Emotional competence and the development of self. Psychological Inquiry, 9, 308-309
http://dx.doi.org/10.1207/s15327965pli0904_14
[41] Thompson, R. A. (2002). The roots of school readiness in social and emotional development. Set for success: Building a strong foundation for school readiness based on the social-emotional development of young children. 1(1), pp. 8-29. Kansas City, MO: The Ewing Marion Kauffman Foundation.
[42] Wentzel, K. R., & Asher, S. R. (1995). The academic lives of neglected, rejected, popular, and controversial children. Child Development, 66, 754-763. http://dx.doi.org/10.2307/1131948
[43] Zins, J., Bloodworth, M., Weissberg, R., & Walberg, H. (2004). The scientific base linking social and emotional learning to school success. In J. Zins, R. Weissberg, M. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? (pp. 1-22). New York: Teachers Press, Columbia University.

  
comments powered by Disqus

Copyright © 2019 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.