Competence For Young Children Research Articles

Intersections between cardiac physiology, emotion regulation and interpersonal warmth in preschoolers: Implications for drug abuse prevention from translational neuroscience

BackgroundEarly childhood is characterized by dramatic gains in emotion regulation skills that support social adjustment and mental health. Understanding the physiological substrates of healthy emotion regulation may offer new directions for altering trajectories toward initiation and escalation of substance abuse. Here, we describe the intersections between parasympathetic and sympathetic tone, emotion regulation and prosocial behavior in a high-risk sample of preschoolers. MethodFifty-two 3–6 year old children completed an assessment of attention regulation in response to affective stimuli. Cardiac respiratory sinus arrhythmia, an index of parasympathetic tone, and pre-ejection period, a marker of sympathetic activation, were recorded at rest and while children engaged in social interactions with their mothers and an unfamiliar research assistant. Mothers reported on children’s emotional reactivity and prosocial behavior. ResultsControlling for age and psychosocial risk, higher parasympathetic tone predicted better attention regulation in response to angry emotion and higher levels of prosocial behavior, whereas a reciprocal pattern of higher parasympathetic tone and lower sympathetic arousal predicted better attention in response to positive emotion and lower emotional reactivity. Children exposed to fewer risk factors and higher levels of maternal warmth were more able to sustain a high level of parasympathetic tone during interaction episodes. ConclusionsFindings suggest that autonomic measures represent biomarkers for socio-emotional competence in young children. They also point to the importance of early experiences in the establishment of physiological regulation and the promise of family-based intervention to promote healthy emotion regulation and prevent substance dependence in high-risk populations.

Key considerations in assessing young children’s emotional competence

Recent years have witnessed a surge in evidence on preschoolers’ emotional development as crucial for both concurrent and later well-being and mental health, and for learning and academic success. Given the importance of building such strengths, assessing emotional competence skills is important to aid early childhood educators in focusing programming for individuals and classrooms. Based on these assertions, this article is structured as follows: (1) outline important issues regarding developmentally appropriate early childhood assessment, particularly of emotional competence; (2) discuss use of culturally relevant standards of attainment of such skills in assessing student progress; (3) define the skills of emotional competence; (4) describe a model leading from developmentally appropriate emotional competence skills to assessment and programming; (5) suggest some possible tools for schools to use in assessing emotional competence of young children; (6) give guidance for new measurement development, and (7) suggest needed policy and practice in this area.

L’album plurilingue en contexte scolaire. Deux niveaux d’analyse de « la petite fille qui cherchait son sourire » de Milagros Ortiz-B

En el mundo globalizado, los libros bilingües y plurilingües se han convertido en herramientas fundamentales para el desarrollo de la lectura y la escritura en dos o más idiomas. De hecho, hoy en día existe una amplia oferta editorial bilingüe y plurilingüe para niños, y la investigación sobre el desarrollo de la lectura y la escritura se interesa cada vez más en este objeto cultural. En el presente estudio nos ubicaremos en el marco conceptual de la lectura y la escritura plurilingüe y de los nuevos estudios sobre la literacidad para tratar de entender el interés pedagógico y cultural del libro bilingüe y plurilingüe. Enseguida, analizaremos el libro plurilingüe “La niña que buscaba su sonrisa”. El análisis de este texto nos ayudará a comprender las características especiales del libro plurilingüe y proponer algunas actividades para llevar a cabo en un contexto plurilingüe o de aprendizaje de una segunda lengua o de una lengua extranjera. Finalmente, concluimos que los libros bilingües y plurilingües pueden facilitar el desarrollo de la conciencia metalingüística y de la competencia intercultural tanto en los niños que se encuentran en contextos plurilingües y multiétnicos como en aquellos que no lo están.

A Study on Mind Theory, Personalized Emotional Inference Ability and Peer Competence of Young Children

A Study on Mind Theory, Personalized Emotional Inference Ability and Peer Competence of Young Children

Risky-play at school. Facilitating risk perception and competence in young children

Recent research indicates that risk competence and perception can be improved through the learning environment. The project 'Riscki' examined how risk perception and risk competence in young children between three and eight years of age can be observed and measured within the classroom and school context. An intensive package of risky-play activities was administered over a three-month period to two classes (four- and six-year-olds) and two age-matched classes served as controls. Before and after the intervention period, quantitative and qualitative aspects of risk competence were evaluated in all children by: (1) a change detection paradigm; (2) teacher ratings; and (3) independent observer's qualitative ratings. The results showed that risk perception and competence in young children can be improved through an intensive offer of risky-play activities at school. Moreover, the risk detection test and observational questionnaires are promising instruments to measure risk competence.

Effects of Training and Coaching With Performance Feedback on Teachers’ Use of Pyramid Model Practices

Training and coaching with performance feedback has been effective for supporting teachers to use evidence-based instructional practices. However, coaching with performance feedback has primarily been used to support teachers to use discrete skills, and there has been little evidence of maintenance and generalization. The purpose of this study was to examine the effects of a professional development intervention on teachers’ implementation of practices related to the Pyramid Model for Promoting Social-Emotional Competence in Young Children, as well as the extent to which teachers generalized and maintained those practices. A multiple probe design across sets of Pyramid Model practices replicated across three teachers was used in this study. All teachers acquired the practices and maintained the practices after coaching ended. There was some evidence of generalization for all three teachers. The effects of teacher implementation on classroom-wide incidences of challenging behavior were mixed. Teachers all rated the coaching positively.

‘Belonging Means you can Go In’: Children's Perspectives and Experiences of Membership of Kindergarten

STARTING FORMAL SCHOOLING IS a significant transition for young children and their families; a process rather than a one-off event. A sense of belonging or membership is identified by key national documents in early learning as critical to young children's wellbeing and as an essential aspect of quality care and education (DEEWR, 2009, 2010). This paper provides an overview of a partial ethnography conducted over one year with children in their first year of formal school (known as Kindergarten in the site under study). The study investigated young children's experiences and perspectives during their first year of school. The results of the study indicate that children become members of the group or community of practice (CoP) (Wenger, 1998) as they begin school and their membership emerges as they participate in this CoP. Data from the study documents and celebrates young children's competencies in negotiating and participating in their Kindergarten CoP and becoming members of the school.

Face validity and reliability of a pictorial instrument for assessing fundamental movement skill perceived competence in young children

To determine reliability and face validity of an instrument to assess young children's perceived fundamental movement skill competence. Validation and reliability study. A pictorial instrument based on the Test Gross Motor Development-2 assessed perceived locomotor (six skills) and object control (six skills) competence using the format and item structure from the physical competence subscale of the Pictorial Scale of Perceived Competence and Acceptance for Young Children. Sample 1 completed object control items in May (n=32) and locomotor items in October 2012 (n=23) at two time points seven days apart. Children were asked at the end of the test-retest their understanding of what was happening in each picture to determine face validity. Sample 2 (n=58) completed 12 items in November 2012 on a single occasion to test internal reliability only. Sample 1 children were aged 5-7 years (M=6.0, SD=0.8) at object control assessment and 5-8 years at locomotor assessment (M=6.5, SD=0.9). Sample 2 children were aged 6-8 years (M=7.2, SD=0.73). Intra-class correlations assessed in Sample 1 children were excellent for object control (intra-class correlation=0.78), locomotor (intra-class correlation=0.82) and all 12 skills (intra-class correlations=0.83). Face validity was acceptable. Internal consistency was adequate in both samples for each subscale and all 12 skills (alpha range 0.60-0.81). This study has provided preliminary evidence for instrument reliability and face validity. This enables future alignment between the measurement of perceived and actual fundamental movement skill competence in young children.

Kind and unkind communicative behaviour of cartoon characters as a source of language competence for young children

Kind and unkind communicative behaviour of cartoon characters as a source of language competence for young children

Model of Social Competence in an Early Childhood Environment

Maintaining relationships and interacting socially are essential aspects of children's occupational performance. A Model of Social Competence in an Early Childhood environment has been formulated to guide the assessment of and intervention for young children with issues in social skills. This article aims to (1) present the constructs that contribute to social competence for young children, (2) describe the interrelated contextual, foundation and environmental influences on social competence using the Model of Social Competence in an Early Childhood environment as a means of systematically examining these factors, and (3) discuss future directions for early intervention for children with social competence concerns. Cultural considerations will be discussed in relation to the Singaporean early childhood context.

Social Competencies and the Early Years Learning Framework: Understanding Critical Influences on Educator Capacity

CONTEMPORARY RESEARCH HAS FOCUSED on the imperatives for social competence in young children. This work has explained the diverse ways this complex construct is defined and the implications for social and academic outcomes for children. As a result of this research, social competence has become an embedded feature of early childhood curriculum frameworks at both an international and national level, the most recent of which is Australia's Early Years Learning Framework (EYLF). Underpinning these frameworks are both implicit and explicit expectations that educators have, in fact, the capacity to support children's development and competence in this area. This paper explores the imperatives for the inclusion of social competencies within contemporary curriculum frameworks. It will be argued that an understanding of the influences that shape educator capacity is critical in supporting effective professional practice.

Estimation abilities of large numerosities in Kindergartners

The approximate number system (ANS) is thought to be a building block for the elaboration of formal mathematics. However, little is known about how this core system develops and if it can be influenced by external factors at a young age (before the child enters formal numeracy education). The purpose of this study was to examine numerical magnitude representations of 5–6 year old children at 2 different moments of Kindergarten considering children's early number competence as well as schools' socio-economic index (SEI). This study investigated estimation abilities of large numerosities using symbolic and non-symbolic output formats (8–64). In addition, we assessed symbolic and non-symbolic early number competence (1–12) at the end of the 2nd (N = 42) and the 3rd (N = 32) Kindergarten grade. By letting children freely produce estimates we observed surprising estimation abilities at a very young age (from 5 year on) extending far beyond children's symbolic explicit knowledge. Moreover, the time of testing has an impact on the ANS accuracy since 3rd Kindergarteners were more precise in both estimation tasks. Additionally, children who presented better exact symbolic knowledge were also those with the most refined ANS. However, this was true only for 3rd Kindergarteners who were a few months from receiving math instructions. In a similar vein, higher SEI positively impacted only the oldest children's estimation abilities whereas it played a role for exact early number competences already in 2nd and 3rd graders. Our results support the view that approximate numerical representations are linked to exact number competence in young children before the start of formal math education and might thus serve as building blocks for mathematical knowledge. Since this core number system was also sensitive to external components such as the SEI this implies that it can most probably be targeted and refined through specific educational strategies from preschool on.

Visual attention in the first years: typical development and developmental disorders

The development of attention is critical for the young child's competence in dealing with the demands of everyday life. Here we review evidence from infants and preschool children regarding the development of three neural subsystems of attention: selective attention, sustained attention, and attentional (executive) control. These systems overlap with dorsal cortical visual streams and their disorders are related to the general hypothesis of 'dorsal stream vulnerability'. Infants' ability to control spatial selective attention can be measured using the 'Fixation Shift' task. From around 4 months of age, infants start to show cortical control in disengaging to switch between competing targets. Fixation shifts have proved to be an effective early indicator of attentional disorders associated with perinatal brain damage. Executive function emerges slowly, starting around 1 year of age. The new Early Childhood Attention Battery has identified the three attention subsystems as distinct before 5 years of age in typical development and allows assessment of individual attention profiles across these subsystems. The Early Childhood Attention Battery is now being used to identify specific profiles associated with developmental syndromes such as Williams, Down, and fragile X. These new methods offer the possibility of very early identification of attention disorders, raising the challenge of effective remediation and treatment at an early age.

Promoting Coping Competence in Young Children

This brief report describes the French adaptation of PACE – Parenting Our Children to Excellence. Successfully offered in both English and Spanish in preschools and daycare centers in the United States, PACE is a research-based preventive intervention to support families in their parenting task through discussions and activities that address practical childrearing issues and promote child coping competence. A pilot study of its French equivalent, known as Entre-Parents, is underway in the French-speaking part of Switzerland. The report makes the processes linking original and adapted versions explicit by accounting for the conceptual and practical decisions that were made as Entre-Parents was being developed. A detailed account of the adaptation itself and of its results is then presented. Specifically, we describe (1) the consultation process at the origin of this adaptation, (2) the adaptation of the manual and the steps taken to establish the extent to which the English and French versions correspond (adaptation fidelity), and (3) the translation of the manual and the crosslanguage comparison of measures to demonstrate that they yield comparable data when administered in English and French.

The ecology of young children’s behaviour and social competence: child characteristics, socio-economic factors and parenting

Using a longitudinal, UK representative sample from the Millennium Cohort Study, the present study examined the effects of socio-economic factors on mother- and teacher-rated behaviour, and the unique and cumulative contribution of both risk and protective factors inherent in children’s proximal and distal influences to behaviour during the toddler years and at school entry. The findings showed that although family income, parental employment and maternal education had a significant moderate impact on child problem behaviour as rated in the home and school, when considered in the context of child characteristics and family processes their contribution was negligible, especially for income. In contrast, parenting practices and parental well-being emerged as good predictors of behavioural difficulties and prosocial behaviour at school entry, pointing to the importance of supporting parents in order to promote social competence in young children. These findings have implications for family policy.

Social-Emotional Competence in Young Children With Developmental Delays

The authors provide a brief historical reflection on social-emotional competence intervention research along with their vision for future directions of intervention investigations for young children with developmental delays and difficulties. Specifically, they summarize “what we know” and “what we need to know” in the area of social-emotional development for young children with and without developmental difficulties. Finally, with respect to social-emotional interventions, the authors recommend careful investigation of service implementation in community-based programs.

Building a Global Bookshelf: In Recognition of the United Nations Literacy Decade 2003–2012

This guest editorial promotes the United Nations Literacy Decade of 2003–2012 as it is implemented in preschools and primary schools to develop global literacy competencies in young children through a project entitled, Building a Global Bookshelf.

Play and theory of mind: associations with social competence in young children

This study aimed to investigate whether: (1) the development of theory of mind (ToM) is associated with social competence; and (2) social peer play is also associated with social competence in young children. Associations between ToM task performance, frequencies of observed social and solitary free‐play and parent‐rated social competence were investigated in three‐ to five‐year‐old Australian preschool children [N = 85 (46 F/39 M); M = 4 years 6 months, SD = 8 months]. Children’s verbal ability was controlled. Children’s overall performance on combined ToM tasks improved with age, but was not associated with their parent‐rated level of social competence. High frequency of social‐interactive play (i.e. interacting with others in a playful context) was associated with social competence. High frequency of solitary play was inversely associated with social competence and positively associated with overall problem behaviour. Results suggest the importance of social interaction during play for the development of young children’s social competence. More research is needed to determine what role, if any, ToM ability has in young children’s social development.

Empirically valid strategies to improve social and emotional competence of preschool children

AbstractResearch over the past few decades has highlighted the importance of social and emotional competence in preschool children on later academic, social, and psychological outcomes. Children who are socially and emotionally competent have increased socialization opportunities with peers, develop more friends, have better relationships with their parents and teachers, and enjoy more academic and social successes. Children who lack social and emotional competence are at risk for reduced socialization opportunities, rejection, withdrawal, behavioral disturbance, and achievement problems. Intervention programs that target social–emotional development in preschool are ideally situated to bolster these skills before the problems exacerbate. In this paper, research on the importance of social and emotional competence in young children is reviewed as it relates to immediate and long‐term outcomes. Assessments of social and emotional development and behavioral adjustment are briefly reviewed, followed by a review of intervention programs with demonstrated empirical efficacy. Although preliminary evidence supports the utility of these intervention programs, additional research on short‐ and long‐term efficacy is recommended, and more programs designed specifically for early childhood are needed. © 2011 Wiley Periodicals, Inc.

Executive functions and social competence in young children 6 months following traumatic brain injury.

This study examined the impact of traumatic brain injury (TBI) in young children on executive functions and social competence, and particularly on the role of executive functions as a predictor of social competence. Data were drawn from a prospective, longitudinal study. Participants were children between the ages of 3 years 0 months and 6 years 11 months at time of injury. The initial sample included 23 with severe TBI, 64 with moderate TBI, and 119 with orthopedic injuries (OI). All participants were assessed at 3 and 6 months postinjury. Executive functions were assessed using neuropsychological tests (Delayed Alternation task and Shape School) and parent ratings on the Behavior Rating Inventory of Executive Function and Child Behavior Questionnaire. Parents rated children's social competence on the Adaptive Behavior Assessment System, Preschool and Kindergarten Behavior Scales, and Home and Community Social Behavior Scales. Children with severe TBI displayed more negative outcomes than children with OI on neuropsychological tests, ratings of executive functions, and ratings of social competence (η² ranged from .03 to .11). Neuropsychological tests of executive functions had significant but weak relationships with behavioral ratings of executive functions (ΔR² ranged from .06 to .08). Behavioral ratings of executive functions were strongly related to social competence (ΔR² ranged from .32 to .42), although shared rater and method variance likely contributed to these associations. Severe TBI in young children negatively impacts executive functions and social competence. Executive functions may be an important determinant of social competence following TBI.