Relationship between emergent literacy and early social–emotional development in preschool children from low-income backgrounds

Abstract

Sixty-one preschool children and their parents and teachers participated in a cross-sectional study of the social–emotional correlates of emergent literacy skills. The children's emergent literacy skills were assessed with the standard language and literacy tests: Expressive Vocabulary Test, Peabody Picture Vocabulary Test (third edition), and Test of Early Reading Ability (third edition). These tests measure oral language (expressive language and receptive language) and print awareness. The children's positive and negative behaviours were measured by the standard behaviour rating scales: the Behavior Assessment System for Children (second edition) and the Devereux Early Childhood Assessment. These behaviours are grouped into four subcategories, namely, externalising behaviour, internalising behaviour, approaches to learning, and interpersonal skills. Results showed a wide range of significant associations between the components of emergent literacy and social–emotional development. Age and sex were found to moderate these significant correlations in different ways. Implications for educational practitioners and suggestions for future research are discussed.

Keywords:

• Preschool education
• emergent literacy
• social-emotional development
• oral language
• print awareness

Acknowledgements

This study was supported by a Kontos Fellowship awarded to the second author by the Center for Families at Purdue University and by a Van Scoyoc Fellowship awarded to the first author, also by the Center for Families at Purdue University. Some of the results of this study were presented at the June 2011 meeting of the Jean Piaget Society. The authors thank the Center for Families, the preschool centres, teachers, children, and families who participated in this project, and the research assistants who helped to make the project possible. They also thank Oliver Wendt and Lyle Lloyd for their helpful comments on an earlier version of this article.

Notes on contributors

Minghua Tan is a graduate student in the Department of Educational Studies at Purdue University. Her research interests involve the language and social development of young children with autism spectrum disorders. Her current research focuses on language interventions of autism in the early stage of life.

Jennifer Dobbs-Oates is a clinical assistant professor in the Department of Human Development and Family Studies at Purdue University. Her research interests involve the development of children in preschool and childcare contexts, with an emphasis on how interventions to promote school readiness. Emergent literacy, early math skills, and social–emotional development are among her primary outcomes of interest.