The social competence of Latino kindergartners and growth in mathematical understanding.

Abstract

We know that social competence contributes to young children's adaptation to, and cognitive learning within, classroom settings. Yet initial evidence is mixed on the social competencies that Latino children bring to kindergarten and the extent to which these skills advance cognitive growth. Building from ecocultural and developmental-risk theory, this paper shows children's social competence to be adaptive to the normative expectations and cognitive requirements of culturally bounded settings in both the home and classroom. Latino socialization in the home may yield social competencies that teachers value rather than reflect "risk factors" that constrain children's school readiness. We draw on the Early Childhood Longitudinal Study, kindergarten cohort (N ϭ 19,590) to detail 5 social competencies at entry to school-self-control, interpersonal skills, approaches to learning, internalizing and externalizing problem behaviors-and to examine variability among Latino subgroups. We then test the extent to which baseline variation in social competence accounts for children's cognitive growth during the kindergarten year. We find that Latino children from poor, but not middle-class, families display weaker social competencies vis-à-vis White children (all relationships p Յ .05). Social competence levels contribute to Latino children's cognitive growth, which is shaped most strongly by positive approaches to learning. The disparities in competencies observed for Latino children from poor families, relative to White children, are significant yet much smaller than gaps in baseline levels of mathematical understanding. We discuss how the consonance or mismatch between competencies acquired at home and those valued by teachers must consider cultural differences, social-class position, and variation among diverse Latino subgroups.

Linking preschool language and sustained attention with adolescent achievement through classroom self-reliance

“…A few studies have examined the long-term links between selfreliance in the classroom and children's achievement (e.g., DiPrete & Jennings, 2012;Galindo & Fuller, 2010;Li-Grining et al, 2010;NICHD Early Child Care Research Network, 2008;Stipek et al, 2010). Previous analyses of the NICHD Study of Early Child Care and Youth Development, for example, showed that higher levels of self-reliant behaviors in the classroom in Grades 1 and 3 predicted gains in math and reading achievement from preschool to Grade 3 (NICHD Early Child Care Research Network, 2008).…”

Review of the Relevance of Social Competence to Child’s Development: Lessons Drawn

“…A positive attitude towards the self and other people is an important aspect of social life, which makes for quality social relationship. So far, the results of the studies on the relationship between social competence and academic performance have proved positive except Galindo and Fuller (2010) study, which examined the relationship between social competence and Mathematics understanding. The findings of Galindo and Fuller (2010) study suggested no association between the two variables and the study, therefore, concluded that the competencies that Latino children bring to kindergarten and the extent to which these skills advance cognitive growth were mixed.…”

Bilingualism and Development of Social Competence of English Language Learners: A Review

“…It is a key skill as children need to manage social situations by learning from past experiences and applying the experiences to new contexts, build positive relationships with peers, and feel good about themselves (Blair, Denham, Kochanoff, & Whipple, 2004;Semrud-Clikeman, 2007;Wentzel, 1999). Higher social competence levels in children are predictive of school readiness and early academic success as children can quickly adjust to classroom routines (Denham, 2006;Galindo & Fuller, 2010). Conversely, lower social competence levels may compromise children's mental and physical health, peer relationship and school achievement (Rose- Krasnor, 1997;Semrud-Clikeman, 2007).…”