Performance and Self-Representation of Socioemotional Competencies in Preschool Children: Implication for Adaptive Developmental Outcome

Abstract

Developing socioemotional competence in preschool children is essential to their growth. Numerous studies have emphasized the importance of socioemotional skills in early childhood, documenting distinct patterns in socioemotional growth and identifying distinct developmental patterns that suggest gender and self-awareness can influence developmental trajectories in this domain. This study investigates the role of gender in the relationship between children’s self-representation and socioemotional performance-based outcomes, measured through objective and quantifiable assessments of their abilities and behaviors. A sample of 145 preschool children was assessed using the Test of Emotion Comprehension and the Berkeley Puppet Interview. Results indicate no significant gender or age differences in Test of Emotion Comprehension scores, while the Berkeley Puppet Interview revealed notable gender differences across all the latent socioemotional dimensions. These findings underscore the importance of considering gender and integrating self-representation into educational programs to support adaptive development and promote psychological well-being.