Relationship between kindergarten children’s language ability and social competence

Abstract

The research investigated the hypothesis that teachers’ ratings of kindergarten children’s receptive and expressive language ability would be related to children’s social competence. Teachers’ ratings of social competence were obtained for a sample of 116 kindergarten children. Social competence was measured using the California Preschool Social Competency Scale (CPSCS)—a widely used scale containing 30 items related to both verbal and nonverbal aspects of social competence. Children’s language ability was measured using the Peabody Picture Vocabulary Test‐Revised (PPVT‐R) and the McCarthy Scales of Children’s Abilities. The results confirmed the hypothesis, showing that there was a significant positive relationship between children’s verbal ability and teachers’ ratings of social competence. We also found that verbal aspects of social competence, such as using the names of others, were more strongly related to verbal ability than nonverbal aspects of social competence, such as using equipment safely. Implications for early childhood care are also discussed.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 46 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.