Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness
American Journal of Public Health. July 16, 2015
Damon E. Jones, et al
Objectives. We examined whether kindergarten teachers’ ratings of children’s prosocial skills, an indicator of noncognitive ability at school entry, predict key adolescent and adult outcomes. Our goal was to determine unique associations over and above other important child, family, and contextual characteristics.
Methods. Data came from the Fast Track study of low–socioeconomic status neighborhoods in 3 cities and 1 rural setting. We assessed associations between measured outcomes in kindergarten and outcomes 13 to 19 years later (1991–2000). Models included numerous control variables representing characteristics of the child, family, and context, enabling us to explore the unique contributions among predictors.
Results. We found statistically significant associations between measured social-emotional skills in kindergarten and key young adult outcomes across multiple domains of education, employment, criminal activity, substance use, and mental health.
Conclusions. A kindergarten measure of social-emotional skills may be useful for assessing whether children are at risk for deficits in noncognitive skills later in life and, thus, help identify those in need of early intervention. These results demonstrate the relevance of noncognitive skills in development for personal and public health outcomes.
Teachers of 753 kindergartners were asked to rate each student’s skill level in eight areas:
● Resolves peer problems on his/her own.
● Is very good at understanding other people’s feelings.
● Shares materials with others.
● Cooperates with peers without prompting.
● Is helpful to others.
● Listens to others’ point of view.
● Can give suggestions and opinions without being bossy
● Acts friendly toward others.
Teaching Strategies for Early Childhood Education
Jun 19, 2019