Social-Emotional Screening Status in Early Childhood Predicts Elementary School Outcomes

Social-emotional screening status in early childhood predicts elementary school outcomes.

OBJECTIVE The goal was to examine whether children who screen positive for social-emotional/behavioral problems at 12 to 36 months of age are at elevated risk for social-emotional/behavioral problems in early elementary school. METHODS The sample studied (N = 1004) comprised an ethnically (33.3% minority) and socioeconomically (17.8% living in poverty and 11.3% living in borderline poverty) d...

Impact of North Carolina's Early Childhood Programs and Policies on Educational Outcomes in Elementary School.

North Carolina's Smart Start and More at Four (MAF) early childhood programs were evaluated through the end of elementary school (age 11) by estimating the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years on outcomes for all children in each county-year group (n = 1,004,571; 49% female; 61% non-Latinx White, 30% African American, 4% Latinx, 5% ...

Teacher Effects on Social/Behavioral Skills in Early Elementary School

Though many recognize that social and behavioral skills play an important role in educational stratification, no studies have attempted to estimate teachers’ effects on these outcomes. Using data from the Early Childhood Longitudinal Study — Kindergarten Cohort (ECLSK), we estimate teacher effects on social and behavioral skills as well as on academic achievement. Teacher effects on social and ...

Social Factors Associated with School Phobia in Elementary School Students

The present study was carried out to identify and analyze the social factors affecting school phobia in children in three domains of personal characteristics, parental expectations for children's educational attainment, and human and physical factors related to schools. The research method was survey and the statistical population of the study was comprised of 545 parents of Tehrani elementary ...

Developmental Psychology Longitudinal Stability of Temperamental Exuberance and Social–Emotional Outcomes in Early Childhood