English Language and Social-Emotional Skills of Preschool-Aged Children: Profiles, Home Linguistic Environments, and School Readiness

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 2
  In Roundtable Session: Social-Emotional Development and Regulation

Abstract

Early development in language and social-emotional skills is pivotal for children’s later academic success (Cooper et al., 2014), overall well-being (Fabes et al., 2006; Halle, 2003), and long-term positive outcomes (Börner et al., 2018). This study, using a latent profile analysis (LPA) with a nationally representative dataset, identified four profiles of English language and social-emotional skills, indicating distinctive and meaningful differences in the performance of preschool-aged children in these areas. This study also examined the associations between profile membership and home linguistic factors. Results suggested that home linguistic factors were significantly related to profile membership. Moreover, ANOVA analyses showed that profile membership at preschool age was significantly associated with children’s school readiness outcomes.

Authors

• Jun Wang, The Ohio State University

• Rachel Hur, Johns Hopkins University

• Lieny Jeon, University of Virginia