Submission Type

Article

Article Title

Assessing Social-Emotional Abilities of Preschool-Aged Children Within a Social-Emotional Learning Framework

Authors

Joseph R. Engler
Vincent C. Alfonso
Jenna M. White
Cory D. Roy

Abstract

During the past decade, there has been an increasing amount of research demonstrating a positive relationship between early childhood social-emotional abilities and later life outcomes. As such, practitioners who work with preschool-aged children are called to understand the social-emotional abilities that constitute healthy development. Doing so provides practitioners with a social-emotional framework from which to work so that they may efficiently assess and intervene in these abilities. This manuscript grounds social-emotional abilities within the Collaborative for Academic, Social, and Emotional Learning’s (CASEL) Framework for Social-Emotional Learning (SEL). We describe the need for a multi-method, multi-sourced, multi-setting comprehensive social-emotional assessment of preschool-aged children and describe a rating scale that can be used as a part of the assessment process. The manuscript concludes with a discussion regarding the importance of intervening early to prepare preschool-aged children for future academic and life success.

Recommended Citation

Engler, Joseph R.; Alfonso, Vincent C.; White, Jenna M.; and Roy, Cory D. (2023) "Assessing Social-Emotional Abilities of Preschool-Aged Children Within a Social-Emotional Learning Framework," Perspectives on Early Childhood Psychology and Education: Vol. 5: Iss. 1, Article 8.
DOI: https://doi.org/10.58948/2834-8257.1047
Available at: https://digitalcommons.pace.edu/perspectives/vol5/iss1/8