English Language and Social-Emotional Development Profiles of Preschool-Aged Children: Profiles, Linguistic Factors, and School Readiness

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Early Childhood Education Research: Student Relationships, Race, Social and Emotional Learning, Development, and Economic Hardship (Table 15)

Abstract

Given the importance of children’s early development in the English language and social-emotional skills, it is critical to understand the associated factors. This study will use a nationwide dataset to explore the profiles of English language and social-emotional skills among preschool-aged children and explore associated home linguistic factors as well as their school-readiness outcomes in English and social skills.

Author

• Jun Wang, The Ohio State University