Articlehybrid2016

Assessing early childhood social and emotional development: Key conceptual and measurement issues

Stephanie M. Jones · Martha J. Zaslow · Kristen E. Darling · Tamara Halle

157 citations0/0 files storedJournal of Applied Developmental Psychology

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Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development Child and Animal Learning Development

Abstract

This concluding paper takes stock of key issues that have emerged across the papers of this special issue on measuring early childhood social and emotional development, as well as in the broader literature anchoring these papers. While we include separate sections focusing on conceptual and measurement issues, it quickly becomes clear that the two are intertwined. The field lacks conceptual and definitional clarity, thus hindering our understanding of the focus and utility of specific measures. Indeed, our overarching conclusion is that the greatest progress will be made when measures of young children's social and emotional development are clearly mapped onto an agreed upon conceptual framework that both distinguishes social and emotional development from other broad domains (such as cognitive development), and includes carefully delineated and defined subdomains (broad areas within social and emotional development, such as emotional competence), constructs (specific aspects within subdomains, such as emotion knowledge), and corresponding behaviors.

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References

2011A gradient of childhood self-control predicts health, wealth, and public safety 2008National Center for Education Statistics 2007Relating Effortful Control, Executive Function, and False Belief Understanding to Emerging Math and Literacy Ability in Kindergarten 2002A developmental psychopathology perspective on adolescence.2008The economics and psychology of personality traits 2007Inhibitory control and emotion regulation in preschool children 2004The Classroom Assessment Scoring System: Findings from the Prekindergarten Year 2011What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades.

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