Paul C. McCabe|Michelle Altamura
Empirically valid strategies to improve social and emotional competence of preschool children
City University of New York|Brooklyn College|City University of New York|Brooklyn College
abstract research past decades highlighted importance social emotional competence preschool children later academic social psychological outcomes children socially emotionally competent increased socialization opportunities peers develop friends better relationships parents teachers enjoy academic social successes children lack social emotional competence risk reduced socialization opportunities rejection withdrawal behavioral disturbance achievement problems intervention programs target socialemotional development preschool ideally situated bolster skills problems exacerbate paper research importance social emotional competence young children reviewed relates immediate longterm outcomes assessments social emotional development behavioral adjustment briefly reviewed followed review intervention programs demonstrated empirical efficacy although preliminary evidence supports utility intervention programs additional research short longterm efficacy recommended programs designed specifically early childhood needed 2011 wiley periodicals inc