Children’s social and emotional experiences influence brain development and are therefore central to outcomes of behavior, learning, and health. The current study examined associations between children’s cumulative educational assets in the early grades and end of first grade social-emotional outcomes for children from English- and Spanish-speaking families. Data were drawn from a sample of preschool-aged children (N = 1,132) from low-income families in a large, culturally, and linguistically diverse sample followed annually from pre-kindergarten through first grade. A multi-method, multi-informant approach was used to assess predictor and outcome variables. Results indicate overall that cumulative experiences of educational assets (teacher-student interaction and relationships, parent-teacher communication) were associated with indicators of children’s social-emotional well-being and matter in similar ways for children from English- and Spanish-speaking families. However, we did find some evidence of significant interactions of Spanish as a home language with cumulative educational assets on children’s conduct problems and feelings about peers.
Nguyen, Tutrang; Hofkens, Tara; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; and Ruzek, Erik A.
"Cumulative Experience of Educational Assets from Preschool through First Grade and the Social-emotional Well-being of English- and Spanish-Speaking Children,"
Perspectives on Early Childhood Psychology and Education: Vol. 5:
1, Article 6.
Available at: https://digitalcommons.pace.edu/perspectives/vol5/iss1/6