Children's competent social‐problem solving across the preschool‐to‐school transition: Developmental changes and links with early parenting

Abstract

AbstractWhat is the developmental course of competent social‐problem solving (CSPS) across childhood? In this study, we sought to answer this question by tracing the development of multiple components of CSPS across 4 years spanning pre‐kindergarten to early grade 3. We also examined whether early positive parenting and sociodemographic factors predicted initial level and growth in CSPS in a sample of 585 children (52% female, 26% lower socioeconomic status, and 17% ethnic minority) and their families. CSPS components (response generation, evaluation, and efficacy) were assessed the summers prior to kindergarten and grades 1, 2, and 3. Positive parenting (warmth, involvement, and guidance) was measured the summer before kindergarten. Multilevel growth models revealed significant linear increases for CSPS, and there was some evidence that these increases were modestly related to early positive parenting and sociodemographic factors. Results underscore the importance of examining CSPS within a developmental perspective.