Social–Emotional Competence as a Predictor of Early Numeracy Skills

Abstract

ABSTRACT Research Findings: This study examined the association between preschool children’s social-emotional competence (SEC), defined by their social skills and problem behaviors, and numeracy skills. It also examined if any subdomains of SEC predicted preschool numeracy above and beyond latent social skills or problem behaviors variables. Data came from a state-funded prekindergarten evaluation study (N = 684) and were collected using teacher-reported SEC and direct assessments. Using structural equation modeling, we found that social skills in the fall of preschool significantly predicted numeracy in the spring of preschool and that the subdomain of cooperation predicted numeracy skills above and beyond the social skill latent construct. Problem behaviors were not significantly associated with SEC. Practice or Policy: The findings suggest that the social skills children enter preschool with may help them develop early numeracy skills across preschool. In addition, teaching math concepts to preschoolers in ways that are also social in nature may be beneficial. Practice implications include promoting numeracy skills in children through SEC development by encouraging parent involvement and providing socialized educational experiences before they enter preschool.