Evaluating risk factors in relation to preschool <scp>social–emotional</scp> skills using a <scp>person‐centred</scp> approach

Few studies have utilised a person-centred approach when it comes to understanding risk factors in young children. The present study uses this type of while examining relation social–emotional skills. Parent reports for 444 preschool-aged children disclosed each child's exposure eight different factors, as well their abilities. A latent class analysis was examine subgroups risk, rather than using cumulative approach, see whether specific differentiated participants. Subgroup differences distal skills were then examined. subgroup with systemic, economic and parent stress showed the lowest abilities, comparison only systemic or combination risks. These results suggest that addressing may be particularly relevant considering children's development. Implications interventions clinical practice are discussed.