Changes in preschool children’s social engagement positively predict changes in social competence: A three‐year longitudinal study of portuguese children

Abstract

To test the hypothesis that social engagement is a foundational aspect of other peer social competence indicators during early childhood, 160 Portuguese preschool children (“3‐year‐olds”) were observed at least in two different school years, using a battery of validated social competence assessments based on direct observations and child interviews. Multilevel growth models tested whether social engagement predicted initial values and linear changes in the other social competence indicators. Results were consistent with the hypothesis, insofar as both initial values and changes in social engagement significantly predicted initial values and changes in other social competence indicators. Additionally, the number of children's reciprocated friendships was also predicted by social engagement. These results are discussed from the perspectives of conceptual frameworks that consider individual differences in social competence during early childhood as a consequence of attachment histories and/or emotional competence.

Perceptions of Portuguese psychologists about behavioural inhibition/social withdrawal and their related intervention needs during early childhood

“…On the other hand, Portuguese psychologists also anticipated that withdrawing from social situations and peer interactions can prevent inhibited preschoolers from engaging in developmentally important learning experiences and from developing age-appropriate social and socio-cognitive skills, such as learning about social environments and how to behave within them, interpersonal negotiation and perspective-taking, understanding others' thoughts and emotions and the self in relation to others . These findings are consistent with prior studies conducted in Portuguese samples, showing that preschool children who exhibit lower levels of social engagement display lower levels of social competence than their peers, when using broadband assessments that include affect expression within social transactions and the ability to modulate it successfully to achieve goals within the social group (Santos, Daniel, Antunes, Coppola, Trudel, & Vaughn, 2020;Santos, Monteiro, Sousa, Fernandes, Torres, & Vaughn, 2015;Vaughn et al, 2016). The emphasis of Portuguese psychologists on the idea that emotional abilities are non-dissociable from social competence (Santos et al, 2020) may reflect the salience of sociability and emotional expressiveness in Southern European cultures (Casiglia et al, 1998).…”

“…These findings are consistent with prior studies conducted in Portuguese samples, showing that preschool children who exhibit lower levels of social engagement display lower levels of social competence than their peers, when using broadband assessments that include affect expression within social transactions and the ability to modulate it successfully to achieve goals within the social group (Santos, Daniel, Antunes, Coppola, Trudel, & Vaughn, 2020;Santos, Monteiro, Sousa, Fernandes, Torres, & Vaughn, 2015;Vaughn et al, 2016). The emphasis of Portuguese psychologists on the idea that emotional abilities are non-dissociable from social competence (Santos et al, 2020) may reflect the salience of sociability and emotional expressiveness in Southern European cultures (Casiglia et al, 1998).…”

Unusual Experience in the COVID-19 Pandemic: Young Children’s Readjustment from Home to Preschool following School Closures in Different Risk Regions

“…This adjustment process is important for the development of young children [ 6 , 22 , 23 ]. Children who adjust effectively are more likely to be accepted by peers and given more instruction and positive teacher feedback [ 7 , 24 ]. Conversely, poor adjustment to preschool can set the stage for more generalized social problems [ 25 ], poor grades and school failure [ 26 , 27 , 28 , 29 ].…”

Promoting Social Competence in Preschool with an Executive Functions Program Conducted by Teachers

“…The social condition of human beings is indisputable to the extent that it is almost impossible for us thriving without a communal network. Therefore, it is stated that we are born with a preprogramed blueprint to establish interpersonal bonds in our most immediate contexts [1,2]. In a normotypical milieu, parents are usually the first social environments, and in the early stages, the attachment to relatives is decisive for social adaptation throughout life.…”

“…Peer interactions provide opportunities to practice cognitive, emotional, and social abilities and acquire new aptitudes through observation of other competent children and teachers. Success in creating new friendships will be determined by social competence [2]. In addition, today these links between people have been increased and enlarged due to the impact technology and social networks [9,10].…”