Empirically valid strategies to improve social and emotional competence of preschool children

Abstract

Research over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their parents and teachers, and enjoy more academic and social successes. Children who lack social and emotional competence are at risk for reduced socialization opportunities, rejection, withdrawal, behavioral disturbance, and achievement problems. Intervention programs that target social -emotional development in preschool are ideally situated to bolster these skills before the problems exacerbate. In this paper, research on the importance of social and emotional competence in young children is reviewed as it relates to immediate and long-term outcomes. Assessments of social and emotional development and behavioral adjustment are briefly reviewed, followed by a review of intervention programs with demonstrated empirical efficacy. Although preliminary evidence supports the utility of these intervention programs, additional research on short-and long-term efficacy is recommended, and more programs designed specifically for early childhood are needed. C 2011 Wiley Periodicals, Inc.

Enhancing Classroom Teaching for Students with Speech and Language Exceptionalities: A Social-Emotional Program

“…Children need to be given opportunities to interact with same-age peers, and this generally occurs for the first time during the preschool years. These years lay the foundation for the development of confident children, prepared to engage in academic and social activities and to problem solve [16], [6]. Interacting with peers of the same age naturally pushes children to use their language skills, conflict resolution abilities and perspective taking to initiate and manage social exchanges [16].…”

“…However, children with speech and language exceptionalities tend to struggle with emotional competencies as they are less likely to share a positive or negative emotional experience, understand parental input, resolve misunderstandings or engage in self-talk [1], [2], [17]. If children with these exceptionalities are not taught to self-regulate and emotionally regulate, there is an increase risk of them exhibiting internalizing and externalizing issues in adolescence and adulthood [16].…”

“…The preschool years are fundamental for the emergence of emotional milestones in typical development [16]. However, children with speech and language exceptionalities tend to struggle with emotional competencies as they are less likely to share a positive or negative emotional experience, understand parental input, resolve misunderstandings or engage in self-talk [1], [2], [17].…”

“…There is a comorbidity between speech and language exceptionalities and poor social and emotional skills, mainly because children with these exceptionalities often do not have the communication skills to initiate conversations with peers and teachers, resolve conflicts, ask for help or issue requests [1], [14], [2], [3]. Early detection and intervention programs are shown to be effective at improving social and emotional functioning [1], [15], [13], [14], [16], [2]. Further evidence stems from neuroscience research.…”

"Eu posso resolver problemas" e oficinas de linguagem: intervenções para queixa escolar

“…Este artigo focaliza habilidades de solução de problemas interpessoais -HSPI. As HSPI contribuem para a flexibilidade cognitiva, uma condição necessária, ainda que não suficiente para um desempenho socialmente competente, já que permitem ao indivíduo selecionar e coordenar os comportamentos que melhor se prestem à geração das consequências pretendidas em situações específicas (McCabe & Altamura, 2011).…”