A longitudinal examination of socioemotional learning in African American and Latino boys across the transition from pre‐K to kindergarten
Bibliographic Data
| ID | 9565575 |
|---|---|
| Authors | O A Barbarin (0000-0003-3075-2986, Tulane University, corresponding author), Oscar Barbarin |
| Year | 2013 |
| Volume | 83 |
| Issue | 2-3 |
| Pages | 156-164 |
| Publication date | 2013-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | American Journal of Orthopsychiatry (JOURNAL) |
| Journal identifiers | ISSN: 0002-9432 • E-ISSN: 1939-0025 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1111/ajop.12024 |
| PMID | 23889008 |
| OpenAlex | W2071248696 |
| Language | EN |
| Citations received | 12 |
| References cited | 35 |
Questions about socioemotional learning in boys of color (BOC) arise in light of the disproportionate rates of school adjustment difficulties BOC experience by adolescence. Socioemotional competence in BOC is assessed in terms of self-regulation, interpersonal skills, and positive relationships with peers and teachers when they enter pre-K. Changes in competence are tracked until the end of kindergarten. Teachers from randomly selected early childhood programs in 11 states rated children's socioemotional competence in the fall and spring of pre-K. Children were followed through the end of kindergarten. Analyses compared Black (n = 278) and Latino (n = 347) boys to girls of color (n = 624) and White children (n = 1,209) while controlling for family poverty. Pre-K teachers rated a majority of BOC proficient on self-regulation and peer relations. BOC did not differ from White boys on initial competence ratings or on development over time, although boys as a group were rated as less competent than girls. Although gender mattered in the initial assessment of socioemotional competence, gender was unrelated to change in competence over time. The longitudinal analyses showed a decline in teacher ratings of socioemotional competence from pre-K to kindergarten. This decline was most likely attributable to the demands, structure, and didactic approaches common in kindergarten. Social competence did predict academic skills. Self-regulation of emotions was the domain most consistently related to academic functioning. The vulnerability BOC experience during adolescence is not evident in the levels of social competence they demonstrate early in their lives at school
Competence (human resources) · Developmental psychology · Longitudinal study · Social change · Social competence · Social skills · Socioemotional selectivity theory · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Social Psychology
The Classroom as a Developmental Context for Cognitive Development
Socio-Emotional Learning among Low-Income Prekindergarteners
Primary school teachers' voices on children's continuous experience in the transition to school
Differences between Pre-K and Kindergarten classroom experiences
Factors associated with early school readiness profiles for Black girls
The religio-spiritual capital of the Black Church
Alignment and misalignment of classroom experiences from Pre-K to kindergarten
A Closer Examination of the Temporal Relationship Between Self-Competence and Depressive Symptoms During Early Adolescence
Is participation in Head Start associated with less maternal spanking for boys and girls
Gathering Diverse Perspectives to Tackle “Wicked Problems”
Growth in Adolescent Self-Regulation and Impact on Sexual Risk-Taking
From higher order thinking to higher order behavior
The Teacher-Child Rating Scale
Predicting Children's Competence in the Early School Years
Children's Social and Scholastic Lives in Kindergarten
Teacher-Child Relationships and Children's Success in the First Years of School
Profiles of Social Competence among Low–Income African American Preschool Children
The Company They Keep
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Peer Interactions, Relationships, and Groups
How Children Become Friends
Early Teacher–Child Relationships and the Trajectory of Children's School Outcomes through Eighth Grade
Friendship Quality as a Predictor of Young Children's Early School Adjustment
Kindergarten children's emotion competence as a predictor of their academic competence in first grade
Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Teacher and parent perceptions of behavior problems among a sample of African American, Hispanic, and non‐Hispanic white studients
Peer rejection as antecedent of young children's school adjustment
Developmental profiles of peer social preference over the course of elementary school
The promotion of social competence
Halting African American boys' progression from pre-K to prison
The Impact of Enhancing Students' Social and Emotional Learning
Behavioral, Emotional, and Academic Adjustment in a National Probability Sample of African American Children
| Unique citing works | 12 |
|---|---|
| Citations per year | 0,92 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 12 |