The Impact of Preschool Social-Emotional Development on Academic Success of Elementary School Students

School readiness is typically defined in terms of a child’s cognitive skills, but also includes the child’s capacity to regulate emotions and be able to show positive social interactions and cooperation in the classroom. Nevertheless, most preschool curricula focus primarily on building the child’s cognitive skills. The current emphasis on children’s academic preparedness continues to overshadow the importance of children’s social and emotional development for school readiness (Raver & Zigler, 1997). Over the past 20 years, researches have demonstrated that children’s emotional and social skills are linked to their early academic standing (Wentzel & Asher, 1995).

The aim of this study was to determine the relationships between prekindergarten students’ social and emotional development and later academic achievement. The results show obviously that there is a greater association between social-emotional development and academic achievement in elementary school, especially during the first three years. There were great impacts of social-emotional factors such as interaction with the persons around, experience, recognize and express emotions properly and the ability of self-regulate emotions on academic success in the first and second grade. Factors like experiences recognize and express emotions properly and the ability of self-regulate emotions show high relationship level with academic success also in the third grade.

We all agree that children need a combination of intellectual skills, motivational qualities, and social-emotional skills to succeed in school (Thompson, 2002), and the variations in social competence rests in the quality of children’s preschool experiences. Learning is a social process, learning social and emotional skills is similar to learning other academic skills and despite the place where children are, home, preschool institution, center care, it’s too important that parents and pre-school teachers to support children social-emotional  development and to work closely together for the benefit of the child. If we expect children to enter school “ready to learn” they must have the underlying security and emotional foundation for that learning. Social-emotional development is too important to be left to chance.

View Original Post, please click here. In Merita Shala research review, published in Psychology 2013 Vol.4 No.11 by Scientific Research Publishing.

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