Assessing social-emotional development in children from a longitudinal perspective

Abstract

This paper provides an overview of methodological challenges related to the epidemiological assessment of social-emotional development in children. Because population-based studies involve large cohorts and are usually multicentre in structure, they have cost, participant burden and other specific issues that affect the feasibility of the types of measures that can be administered. Despite these challenges, accurate in-depth assessment of social-emotional functioning is crucial, based on its importance to child outcomes like mental health, academic performance, delinquency and substance abuse. Five dimensions of social-emotional development in children are defined: (1) social competence; (2) attachment; (3) emotional competence; (4) self-perceived competence; and (5) temperament/personality. Their measurement in a longitudinal study and associated challenges are discussed. Means of making valid, reliable assessments while at the same time minimising the multiple challenges posed in the epidemiological assessment of social-emotional development in children are reviewed.

Breastfeeding and Later Psychosocial Development of Children at 6 Years of Age

“…Often, a mother reports that a desire for a close bond with her infant is a major factor in her decision to breastfeed, [2][3][4][5] and it has been theorized that this intimate mother-infant bond could be a potential mechanism by which breastfeeding may lead to improved social and behavioral outcomes later in childhood. 6,7 Data from the 2001-2007 National Health Interview Survey (NHIS) indicate that ∼ 7% of US children aged 4 to 17 years have some type of emotional or behavioral problem. 8 Moreover, NHIS 2006NHIS -2008 data indicate that 15% of US children aged 3-17 years have been diagnosed with a developmental disability (physical, mental, or behavioral), 9 a 17% increase in prevalence compared with the 1997-1999 time period.…”

Factor Validation of the Portuguese Version of the Social Skills Scale of the Preschool and Kindergarten Behavior Scales

“…In this sense, this study has a number of relevant practical implications, as well as implications for future research. The provision for the preschool population of a tool that can be used by parents and teachers, relative to the two contexts in which children spend most of their time, can support the sometimes vague concerns of the adults (Denham et al, 2009), based on the results obtained using a reliable assessment instrument.…”

“…There is evidence in the literature which suggests that social competence predicts long-term social adjustment and is a key factor for development and school adjustment (Arnold, Kupersmidt, Voegler-Lee, & Marshall, 2012; Bornstein, Hahn, & Haynes, 2010;Denham, Wyatt, Bassett, Echeverria, & Knox, 2009;Kwon et al, 2012), as well as for family life and life in general (Arslan, Durmusoğlu-Saltali, & Yilmaz, 2011). Furthermore, the ability to interact successfully with peers and significant adults is one of the most important aspects of the children's development (Anme et al, 2013;Arslan et al, 2011.;Bornstein et al, 2010;Wang, Sandall, Davis, & Thomas, 2011), especially in what concerns socialization (Anme et al, 2013;Arslan et al, 2011;Kwon et al, 2012;Lopes et al, 2006).…”

“…Furthermore, the ability to interact successfully with peers and significant adults is one of the most important aspects of the children's development (Anme et al, 2013;Arslan et al, 2011.;Bornstein et al, 2010;Wang, Sandall, Davis, & Thomas, 2011), especially in what concerns socialization (Anme et al, 2013;Arslan et al, 2011;Kwon et al, 2012;Lopes et al, 2006). In this sense, the preschool period proves to be crucial for the assessment of social skills, as various aspects of social behavior emerge in this phase (Wang et al, 2011), such as an increased emphasis on friendships and status among peers (Denham et al, 2009).…”

The Role of Child’s Temperament Predictor on Preschool Social Competence

“…ability to cooperate and establish empathy) (Baumgartner & Strayer, 2008;Coplan & Armer, 2008;Denham et al, 2009;Martin et al, 2005;O'Connor, 2010;Rubin & Coplan, 2004). The critical aspects of social-emotional development throughout the preschool period include children's ability to build positive social ties with adults and their peers, understand other people's feelings, control their own feelings and behaviors, and regulate their feelings (Denham et al, 2003;Izard et al, 2001).…”