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Early Education and Development Volume 17, 2006 - Issue 1
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Original Articles

Social-Emotional Competence as Support for School Readiness: What Is It and How Do We Assess It?

Susanne A. Denham
Pages 57-89 | Published online: 08 Jun 2010

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Shaocong Ma, Jingchen Li & Eva E. Chen. (2024) Does Screen Media Hurt Young Children’s Social Development? Longitudinal Associations Between Parental Engagement, Children’s Screen Time, and Their Social Competence. Early Education and Development 35:1, pages 10-25.
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Negar Fatahi, Christen Park, Timothy W. Curby, Katherine M. Zinsser, Susanne A. Denham, Sarah Moberg & Rachel A. Gordon. (2023) Promoting Preschoolers’ Social and Emotional Competencies Through Emotion-Focused Teaching. Early Education and Development 34:8, pages 1729-1748.
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Şenol Sezer & Tevfik Uzun. (2023) The relationship between school principals’ social-emotional education leadership and teachers’ organizational trust and job performance. International Journal of Leadership in Education 26:6, pages 1062-1081.
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Katharine E. Scott, Rachel Ann King, Aaron Cochrane, Charles Kalish & Kristin Shutts. (2023) Direct Assessments of Social Skills Can Complement Teacher Ratings in Predicting Children’s Academic Achievement. Journal of Cognition and Development 24:5, pages 735-759.
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Jin Russell, Cameron C. Grant, Susan Morton, Simon Denny & Sarah-Jane Paine (Tūhoe). (2023) Prevalence and predictors of developmental health difficulties within New Zealand preschool-aged children: a latent profile analysis. Journal of the Royal Society of New Zealand 53:5, pages 587-614.
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Eva Frick & Elisa Lehnerer. (2023) Quality of interactions in child day-care centres: status quo analysis of interaction designs in daily kindergarten routine. Early Child Development and Care 193:11-12, pages 1257-1272.
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Carla Peixoto, Vera Coelho, Francisco Machado & Susana Fonseca. (2023) Associations between perceived maternal acceptance–rejection and social and emotional competence of preschool children. Early Child Development and Care 193:11-12, pages 1225-1239.
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Sanja Tatalović Vorkapić & Doris Velan. (2023) The importance of positive emotions among early childhood educators. Teacher Development 27:4, pages 468-486.
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Inbar Sofri & Yair Ziv. (2023) Can you ride a bike? Mindful and alert story processing as a new assessment procedure for bibliotherapists. Journal of Poetry Therapy 0:0, pages 1-18.
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Carina Alvarez & Jason Downer. (2023) Teachers’ Use of Spanish in the Classroom: Implications for Hispanic Dual Language Learners’ Classroom Engagement. Early Education and Development 0:0, pages 1-20.
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Giulia Amicone, Silvia Collado, Paola Perucchini, Irene Petruccelli, Silvia Ariccio & Marino Bonaiuto. (2023) Green versus grey break: children’s place experience of recess-time in primary schools’ natural and built area. Children's Geographies 0:0, pages 1-15.
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Carolina Guedes, Tiago Ferreira, Teresa Leal & Joana Cadima. (2023) Unique and joint contributions of behavioral and emotional self-regulation to school readiness. Applied Developmental Science 27:2, pages 136-155.
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Hüseyin Kotaman. (2023) Improving early childhood teachers’ emotional skills supporting children’s academic socio-emotional development. Early Child Development and Care 193:4, pages 574-586.
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Heayoun Cho, Junho Ryu & Sungchun Cho. (2023) The impact of fathers’ participation in parenting, parental role satisfaction, and parenting stress on children’s social competence. Journal of Human Behavior in the Social Environment 0:0, pages 1-10.
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Megan Chan, Aya I. Williams, Yin-Ping Teresa Teng & Qing Zhou. (2023) Links between Parent-Child Emotion Talk and Preschoolers’ Socioemotional Behaviors in Chinese-Heritage Families. Early Education and Development 34:2, pages 366-386.
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He Gou & Garon Perceval. (2023) Does digital media use increase risk of social-emotional delay for Chinese preschoolers?. Journal of Children and Media 17:1, pages 1-16.
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Xianyu Meng, Marilyn Fleer, Liang Li & Marie Hammer. (2023) A cultural-historical study of emotions in play: catharsis and perezhivanie in an institutional care setting. Mind, Culture, and Activity 30:1, pages 57-71.
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Heli Muhonen, Eija Pakarinen, Helena Rasku-Puttonen & Marja-Kristiina Lerkkanen. (2022) Teacher–student relationship and students’ social competence in relation to the quality of educational dialogue. Research Papers in Education 0:0, pages 1-24.
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Annika Rademacher, Naska Goagoses, Sören Schmidt, Jelena Zumbach & Ute Koglin. (2022) Preschoolers’ Profiles of Self-regulation, Social-emotional and Behavior Skills and Its Prediction for a Successful Behavior Adaptation during the Transitional Period from Preschool to Elementary School. Early Education and Development 33:7, pages 1137-1151.
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Kimberly Davidson &  Jaipaul L. Roopnarine. (2022) Ethnic-racial socialization in early childhood: effects of parent–teacher congruency on children’s social and emotional development. Early Child Development and Care 192:12, pages 2008-2022.
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Emily M. Weiss, Paul A. McDermott, Michael J. Rovine & Jimin Oh. (2022) Latent Growth Trajectories of Peer Context Behavior Problems across Preschool, Kindergarten and First Grade. Early Education and Development 33:6, pages 939-957.
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S. Baardstu, M. V. Wang & R. E. Brandlistuen. (2022) The role of ECEC teachers for the long-term social and academic adjustment of children with early externalizing difficulties: a prospective cohort study. European Early Childhood Education Research Journal 30:4, pages 606-623.
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Akiko Hayashi, Jeffrey Liew, Samantha Dyanne Aguilar, Juliet M. Nyanamba & Yingying Zhao. (2022) Embodied and Social-Emotional Learning (SEL) in Early Childhood: Situating Culturally Relevant SEL in Asian, African, and North American Contexts. Early Education and Development 33:5, pages 746-763.
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Wing Kai Fung. (2022) Social Mastery Motivation Mediates the Link between Parental Responsiveness and Children’s Social-emotional Competence. Early Education and Development 33:5, pages 846-857.
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Virginia M. C. Tze, Johnson C.-H. Li & Lia M. Daniels. (2022) Similarities and differences in social and emotional profiles among students in Canada, USA, China, and Singapore: PISA 2015. Research Papers in Education 37:4, pages 558-583.
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Yayoi Watanabe, Yurika Motomura & Elina Saeki. (2022) Development of emotional literacy and empathy among elementary-aged Japanese children. International Journal of School & Educational Psychology 10:3, pages 316-335.
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Rochel Lieberman & Gary L. Dick. (2022) Interdisciplinary healing power of words. Journal of Poetry Therapy 35:3, pages 141-157.
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Mitchell Todd & Larissa N. Niec. (2022) The Psychosocial Strengths Inventory for Children and Adolescents: A Preliminary Evaluation. Child & Family Behavior Therapy 44:2, pages 79-88.
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Riikka Mononen, Markku Niemivirta, Johan Korhonen, Marcus Lindskog & Anna Tapola. (2022) Developmental relations between mathematics anxiety, symbolic numerical magnitude processing and arithmetic skills from first to second grade. Cognition and Emotion 36:3, pages 452-472.
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Feiyan Chen. (2022) Co-development of emotion regulation: shifting from self-focused to child-focused perezhivanie in everyday parent-toddler dramatic collisions. Early Child Development and Care 192:3, pages 370-383.
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Koichi Yoshikawa, Thomas J. Kehle, Melissa Anne Bray, Marisa del Campo, Johanna deLeyer-Tiarks, Emily Louise Winter & Natalie R. Starling. (2022) Self-distancing to reduce anger in high school students. International Journal of School & Educational Psychology 10:1, pages 63-76.
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Sara Berti & Ada Cigala. (2022) Mindfulness for Preschoolers: Effects on Prosocial Behavior, Self-Regulation and Perspective Taking. Early Education and Development 33:1, pages 38-57.
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Freda Yanrong Wang. (2022) The moderating effect of parent-child relationship on children’s mental health during COVID-19 quarantine. Chinese Sociological Review 54:1, pages 88-105.
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Claire Blewitt, Amanda O’Connor, Tamara May, Heather Morris, Aya Mousa, Heidi Bergmeier, Kylie Jackson, Helen Barrett & Helen Skouteris. (2021) Strengthening the social and emotional skills of pre-schoolers with mental health and developmental challenges in inclusive early childhood education and care settings: a narrative review of educator-led interventions. Early Child Development and Care 191:15, pages 2311-2332.
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Li Luo, Patricia Snyder, Anne Corinne Huggins-Manley, Maureen Conroy & Xiumin Hong. (2021) Chinese Preschool Teachers’ Implementation of Practices to Support Young Children’s Social-Emotional Competence. Early Education and Development 32:8, pages 1083-1102.
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Helene Boucher, Aimee Gaudette-Leblanc, Julie Raymond & Valerie Peters. (2021) Musical learning as a contributing factor in the development of socio-emotional competence in children aged 4 and 5: an Exploratory study in a naturalistic context. Early Child Development and Care 191:12, pages 1922-1938.
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Lindsey M. Bryant, Robert J. Duncan & Sara A. Schmitt. (2021) The Cognitive Benefits of Participating in Structured Sports for Preschoolers. Early Education and Development 32:5, pages 729-740.
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Katherine R. Wood, Eileen Wood, Alexandra Gottardo, Karin Archer, Robert Savage & Noëlla Piquette. (2021) Workshop Training to Facilitate Parent-Child Instructional Opportunities for Reading and Social Development with Kindergarten Students. Journal of Research in Childhood Education 35:3, pages 438-457.
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Lucia Stillerova, J. Reba Troxler, Timothy W. Curby & Alexa Roth. (2021) Teachers’ perceptions of children’s Kindergarten readiness in Slovakia. International Journal of School & Educational Psychology 9:2, pages 148-157.
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Ben Dyson, Donal Howley & Yanhua Shen. (2021) ‘Being a team, working together, and being kind’: Primary students’ perspectives of cooperative learning's contribution to their social and emotional learning. Physical Education and Sport Pedagogy 26:2, pages 137-154.
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Jenny L. Gibson, Dianne F. Newbury, Kevin Durkin, Andrew Pickles, Gina Conti-Ramsden & Umar Toseeb. (2021) Pathways from the early language and communication environment to literacy outcomes at the end of primary school; the roles of language development and social development. Oxford Review of Education 47:2, pages 260-283.
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Hülya Gülay Ogelman & Leyla Fetihi. (2021) Examination of the relationship between emotional regulation strategies of 5-year-old children and their peer relationships. Early Child Development and Care 191:1, pages 49-57.
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Veronica McTaggart, Rosemary McGill & Simon Stephens. (2020) An examination of the development of children’s social and emotional competencies in pre-school. International Journal of Early Years Education 0:0, pages 1-19.
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Laura Traverso, Paola Viterbori & Maria Carmen Usai. (2020) Prosocial Behavior: The Role of Theory of Mind and Executive Functions. Journal of Cognition and Development 21:5, pages 690-708.
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Elita Amini Virmani, Holly Hatton-Bowers, Caitlin McPherran Lombardi, Kalli B. Decker, Elizabeth K. King, Sandra I. Plata-Potter & Claire D. Vallotton. (2020) How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?. Early Education and Development 31:7, pages 1052-1070.
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Amaris Josephine Tejada & Sandra M. Linder. (2020) The influence of child sexual abuse on preschool-aged children. Early Child Development and Care 190:12, pages 1833-1843.
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Xiaomin Li, Chun Bun Lam, Kevin Kien Hoa Chung, Ryan Yat Ming Cheung, Cynthia Leung & Wing Kai Fung. (2020) Development and Validation of the Chinese Inventory of Children’s Socioemotional Competence (CICSEC). Early Education and Development 31:6, pages 854-872.
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Eija Pakarinen, Marja-Kristiina Lerkkanen & Antje von Suchodoletz. (2020) Teacher emotional support in relation to social competence in preschool classrooms. International Journal of Research & Method in Education 43:4, pages 444-460.
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Rekha S. Rajan & Margaret Aker. (2020) The Impact of an In-school Dance Program on At-risk Preschoolers’ Social-Emotional Development. Journal of Dance Education 0:0, pages 1-8.
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Christine Meng. (2020) Effect of classroom language diversity on head start ELL and non-ELL children’s social-emotional development. Applied Developmental Science 24:3, pages 230-241.
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Jehan Mattar, Diala Hamaidi & Jehad Al Anati. (2020) Emotion regulation and its relationship to academic difficulties among Jordanian first grade students. Early Child Development and Care 190:8, pages 1313-1322.
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Valeria Cavioni, Ilaria Grazzani, Veronica Ornaghi, Alessandro Pepe & Francisco Pons. (2020) Assessing the Factor Structure and Measurement Invariance of the Test of Emotion Comprehension (TEC): A Large Cross-Sectional Study with Children Aged 3-10 Years. Journal of Cognition and Development 21:3, pages 406-424.
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Sarah. E. O’Toole, Claire. P. Monks, Stella Tsermentseli & Katie Rix. (2020) The contribution of cool and hot executive function to academic achievement, learning-related behaviours, and classroom behaviour. Early Child Development and Care 190:6, pages 806-821.
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Irem Korucu, Ellen Litkowski & Sara A. Schmitt. (2020) Examining Associations between the Home Literacy Environment, Executive Function, and School Readiness. Early Education and Development 31:3, pages 455-473.
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Tessa Goldschmidt & Athena Pedro. (2020) South African pre-school teacher perceptions of socio-emotional development for school readiness: An exploratory study. Journal of Psychology in Africa 30:2, pages 174-178.
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Jordan E. Greenburg, Abby G. Carlson, Helyn Kim, Timothy W. Curby & Adam Winsler. (2020) Early Visual-Spatial Integration Skills Predict Elementary School Achievement Among Low-Income, Ethnically Diverse Children. Early Education and Development 31:2, pages 304-322.
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Chieh-Yu Chen, Jane Squires, Ching-I Chen, Rachel Wu & Huichao Xie. (2020) The Adaptation and Psychometric Examination of a Social-Emotional Developmental Screening Tool in Taiwan. Early Education and Development 31:1, pages 27-46.
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Derya Sahin Asi, Sakire Ocak Karabay & Damla Guzeldere Aydin. (2019) Emotional correspondence between preschoolers and teachers: what are the effects on child–teacher relationships?. Education 3-13 47:8, pages 969-982.
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Ana I. Pinto, Catarina Grande, Vera Coelho, Susana Castro, Mats Granlund & Eva Björck-Åkesson. (2019) Beyond diagnosis: the relevance of social interactions for participation in inclusive preschool settings. Developmental Neurorehabilitation 22:6, pages 390-399.
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Stephanie M. Jones, Michael W. McGarrah & Jennifer Kahn. (2019) Social and Emotional Learning: A Principled Science of Human Development in Context. Educational Psychologist 54:3, pages 129-143.
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Pamela W. Garner, Elizabeth Bolt & Alexa N. Roth. (2019) Emotion-Focused Curricula Models and Expressions of and Talk About Emotions Between Teachers and Young Children. Journal of Research in Childhood Education 33:2, pages 180-193.
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Edwina Mitchell. (2019) A small-scale exploratory study of educator’s perceptions and expectations of summer-born children in the reception classes of three English primary academies and the strategies used to support them. Education 3-13 47:2, pages 205-216.
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Weipeng Yang, Jesus Alfonso D. Datu, Xunyi Lin, Michelle Marie Lau & Hui Li. (2019) Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects. Early Education and Development 30:1, pages 36-59.
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Elizabeth K. King & Karen M. La Paro. (2018) Teachers’ Emotion Minimizing Language and Toddlers’ Social Emotional Competence. Early Education and Development 29:8, pages 989-1003.
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Leah J. Hunter, Karen L. Bierman & Cristin M. Hall. (2018) Assessing Noncognitive Aspects of School Readiness: The Predictive Validity of Brief Teacher Rating Scales of Social–Emotional Competence and Approaches to Learning. Early Education and Development 29:8, pages 1081-1094.
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David E. Ferrier, Samantha P. Karalus, Susanne A. Denham & Hideko H. Bassett. (2018) Indirect effects of cognitive self-regulation on the relation between emotion knowledge and emotionality. Early Child Development and Care 188:7, pages 966-979.
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Carol M. Ciotto & Amy G. Gagnon. (2018) Promoting Social and Emotional Learning in Physical Education. Journal of Physical Education, Recreation & Dance 89:4, pages 27-33.
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Marisha L. Humphries, Brittney V. Williams & Tanginia May. (2018) Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms. Journal of Applied School Psychology 34:2, pages 157-179.
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Lixin Ren & Carolyn Pope Edwards. (2017) Chinese Parents’ Expectations and Child Preacademic Skills: The Indirect Role of Parenting and Social Competence. Early Education and Development 28:8, pages 1052-1071.
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Veronica Ornaghi, Elisa Brazzelli, Ilaria Grazzani, Alessia Agliati & Maria Lucarelli. (2017) Does Training Toddlers in Emotion Knowledge Lead to Changes in Their Prosocial and Aggressive Behavior Toward Peers at Nursery?. Early Education and Development 28:4, pages 396-414.
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Anthony D. Koutsoftas, Virginia L. Dubasik & Alicia Moss DiDonato. (2017) Preschool teachers’ endorsement of instructional practices: an interprofessional exploration. Educational Research 59:1, pages 36-53.
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Marina Goroshit & Meriav Hen. (2016) Teachers’ empathy: can it be predicted by self-efficacy?. Teachers and Teaching 22:7, pages 805-818.
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Stacy R. Johnson, Kristy J. Finlon & Carroll E. Izard. (2016) The Development and Validation of the Behavior and Emotion Expression Observation System to Characterize Preschoolers’ Social and Emotional Interactions. Early Education and Development 27:7, pages 896-913.
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Lixin Ren, Lisa L. Knoche & Carolyn Pope Edwards. (2016) The Relation between Chinese Preschoolers’ Social-Emotional Competence and Preacademic Skills. Early Education and Development 27:7, pages 875-895.
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Susanne A. Denham, David E. Ferrier, Grace Z. Howarth, Kristina J. Herndon & Hideko H. Bassett. (2016) Key considerations in assessing young children’s emotional competence. Cambridge Journal of Education 46:3, pages 299-317.
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Fiorenzo Laghi, Antonia Lonigro, Simona Levanto, Maurizio Ferraro, Emma Baumgartner & Roberto Baiocco. (2016) The Role of Nice and Nasty Theory of Mind in Teacher-Selected Peer Models for Adolescents With Autism Spectrum Disorders. Measurement and Evaluation in Counseling and Development 49:3, pages 207-216.
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Zahra Zamani. (2016) ‘The woods is a more free space for children to be creative; their imagination kind of sparks out there’: exploring young children’s cognitive play opportunities in natural, manufactured and mixed outdoor preschool zones. Journal of Adventure Education and Outdoor Learning 16:2, pages 172-189.
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Yonggang Ren, Shirley Wyver, Nan Xu Rattanasone & Katherine Demuth. (2016) Social Competence and Language Skills in Mandarin–English Bilingual Preschoolers: The Moderation Effect of Emotion Regulation. Early Education and Development 27:3, pages 303-317.
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Linda S. Lee. (2016) Peer Relations and Social Adjustment of Latino and Chinese Children in Head Start Classrooms. Early Education and Development 27:1, pages 1-17.
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Bryant Jensen, María Guadalupe Pérez Martínez & Angélica Aguilar Escobar. (2016) Framing and assessing classroom opportunity to learn: the case of Mexico. Assessment in Education: Principles, Policy & Practice 23:1, pages 149-172.
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David Richter, Simone Lehrl & Sabine Weinert. (2016) Enjoyment of learning and learning effort in primary school: the significance of child individual characteristics and stimulation at home and at preschool. Early Child Development and Care 186:1, pages 96-116.
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Rachel A. Gordon, Kerry G. Hofer, Ken A. Fujimoto, Nicole Risk, Robert Kaestner & Sanders Korenman. (2015) Identifying High-Quality Preschool Programs: New Evidence on the Validity of the Early Childhood Environment Rating Scale–Revised (ECERS-R) in Relation to School Readiness Goals. Early Education and Development 26:8, pages 1086-1110.
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Kaspar Burger. (2015) Effective early childhood care and education: Successful approaches and didactic strategies for fostering child development. European Early Childhood Education Research Journal 23:5, pages 743-760.
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Bryant Jensen, Leslie Reese, Kendra Hall-Kenyon & Courtney Bennett. (2015) Social Competence and Oral Language Development for Young Children of Latino Immigrants. Early Education and Development 26:7, pages 933-955.
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Stefania Sette, Hideko H. Bassett, Emma Baumgartner & Susanne A. Denham. (2015) Structure and Validity of Affect Knowledge Test (AKT) in a Sample of Italian Preschoolers. The Journal of Genetic Psychology 176:5, pages 330-347.
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Heather Gulliford, Jan Deans, Erica Frydenberg & Rachel Liang. (2015) Teaching Coping Skills in the Context of Positive Parenting Within a Preschool Setting. Australian Psychologist 50:3, pages 219-231.
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Lixin Ren & Carolyn Pope Edwards. (2015) Pathways of influence: Chinese parents' expectations, parenting styles, and child social competence. Early Child Development and Care 185:4, pages 614-630.
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Rachel L. Miller, Julie C. Dunsmore & Cynthia L. Smith. (2015) Effortful Control and Parents' Emotion Socialization Patterns Predict Children's Positive Social Behavior: A Person-Centered Approach. Early Education and Development 26:2, pages 167-188.
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Kalliroi Papadopoulou, Lia Tsermidou, Christina Dimitrakaki, Eirini Agapidaki, Despoina Oikonomidou, Dimitra Petanidou, Yiannis Tountas & George Giannakopoulos. (2014) A qualitative study of early childhood educators' beliefs and practices regarding children's socioemotional development. Early Child Development and Care 184:12, pages 1843-1860.
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Niki Tsangaridou, Evridiki Zachopoulou, Jarmo Liukkonen, Arto Gråstén & Marja Kokkonen. (2014) Developing preschoolers' social skills through cross-cultural physical education intervention. Early Child Development and Care 184:11, pages 1550-1565.
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Matthew R. Holliday, Adriana Cimetta, Christina A. Cutshaw, David Yaden & Ronald W. Marx. (2014) Protective Factors for School Readiness Among Children in Poverty. Journal of Education for Students Placed at Risk (JESPAR) 19:3-4, pages 125-147.
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Huseyin Kotaman. (2014) Turkish classroom teachers' views on school readiness: a phenomenological study. Education 3-13 42:5, pages 542-553.
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Mayra Mascareño, Simone Doolaard & Roel J. Bosker. (2014) Profiles of Child Developmental Dimensions in Kindergarten and the Prediction of Achievement in the First and Second Grades of Primary School. Early Education and Development 25:5, pages 703-722.
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Marta Fernández-Sánchez, Marta Giménez-Dasí & Laura Quintanilla. (2014) Toddlers’ understanding of basic emotions: identification, labeling and causality / La comprensión temprana de las emociones básicas: identificación, etiquetado y causalidad. Journal for the Study of Education and Development 37:3, pages 569-601.
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Jeffrey S. Gehris. (2014) It's About the Relationships. Journal of Physical Education, Recreation & Dance 85:5, pages 5-7.
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AmyM. Kolak, TaraJ. Frey, ChloeA. Brown & Lynne Vernon-Feagans. (2013) Minor Illnesses, Temperament, and Toddler Social Functioning. Early Education and Development 24:8, pages 1232-1244.
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KristinaJ. Herndon, CraigS. Bailey, ElizabethA. Shewark, SusanneA. Denham & HidekoH. Bassett. (2013) Preschoolers’ Emotion Expression and Regulation: Relations with School Adjustment. The Journal of Genetic Psychology 174:6, pages 642-663.
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ClaireE. Baker. (2013) Fathers' and Mothers' Home Literacy Involvement and Children's Cognitive and Social Emotional Development: Implications for Family Literacy Programs. Applied Developmental Science 17:4, pages 184-197.
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Stefania Sette, TracyL. Spinrad & Emma Baumgartner. (2013) Links Among Italian Preschoolers’ Socioemotional Competence, Teacher–Child Relationship Quality, and Peer Acceptance. Early Education and Development 24:6, pages 851-864.
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Amanda Sheffield Morris, Aesha John, AmyL. Halliburton, MichaelD. S. Morris, LaraR. Robinson, SonyaS. Myers, KatherineJ. Aucoin, AngelaW. Keyes & Andrew Terranova. (2013) Effortful Control, Behavior Problems, and Peer Relations: What Predicts Academic Adjustment in Kindergartners from Low-Income Families?. Early Education and Development 24:6, pages 813-828.
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Susanne A. Denham, Sara Kalb, Erin Way, Heather Warren-Khot, Brittany L. Rhoades & Hideko H. Bassett. (2013) Social and emotional information processing in preschoolers: indicator of early school success?. Early Child Development and Care 183:5, pages 667-688.
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AlisonE. Parker, ErinT. Mathis & JanisB. Kupersmidt. (2013) How Is This Child Feeling? Preschool-Aged Children's Ability to Recognize Emotion in Faces and Body Poses. Early Education and Development 24:2, pages 188-211.
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Amanda J. Watson & Martha Ann Bell. (2013) Individual Differences in Inhibitory Control Skills at Three Years of Age. Developmental Neuropsychology 38:1, pages 1-21.
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Nicole Megan Edwards. (2012) Understanding Emotional Development: Helping Early Childhood Providers Better Support Families. NHSA Dialog 15:4, pages 355-370.
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Catrinel Alice Ştefan & Mircea Miclea. (2012) Classroom Effects of a Hybrid Universal and Indicated Prevention Program for Preschool Children: A Comparative Analysis Based on Social and Emotional Competence Screening. Early Education and Development 23:3, pages 393-426.
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SusanneA. Denham & Chavaughn Brown. (2010) “Plays Nice With Others”: Social–Emotional Learning and Academic Success. Early Education and Development 21:5, pages 652-680.
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CatrinelA. Ştefan & Mircea Miclea. (2010) Prevention programmes targeting emotional and social development in preschoolers: current status and future directions. Early Child Development and Care 180:8, pages 1103-1128.
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Sakire Anliak & Derya Sahin. (2010) An observational study for evaluating the effects of interpersonal problem‐solving skills training on behavioural dimensions. Early Child Development and Care 180:8, pages 995-1003.
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Hannah Nissen & CarolJ. Hawkins. (2010) Promoting Emotional Competence in the Preschool Classroom. Childhood Education 86:4, pages 255-259.
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JeremyS. Cohen & JuliaL. Mendez. (2009) Emotion Regulation, Language Ability, and the Stability of Preschool Children's Peer Play Behavior. Early Education and Development 20:6, pages 1016-1037.
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Clark McKown, LauraM. Gumbiner, NicoleM. Russo & Meryl Lipton. (2009) Social-Emotional Learning Skill, Self-Regulation, and Social Competence in Typically Developing and Clinic-Referred Children. Journal of Clinical Child & Adolescent Psychology 38:6, pages 858-871.
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Jeffrey Pickens. (2009) Socio-emotional Programme Promotes Positive Behaviour in Preschoolers. Child Care in Practice 15:4, pages 261-278.
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Lori Nathanson, SaraE. Rimm-Kaufman & LauraL. Brock. (2009) Kindergarten Adjustment Difficulty: The Contribution of Children's Effortful Control and Parental Control. Early Education and Development 20:5, pages 775-798.
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