Strengthening Social and Emotional competence in Young Children Who Are Socioeconomically Disadvantaged – Preschool and Kindergarten School-Based Curricula (Chapter 9)

The Early Childhood Longitudinal Study (ECLS), a nationally representative sample of more than 22,000 kindergarten children, suggests that exposure to multiple poverty-related risks increases the odds that children who are socioeconomically disadvantages will demonstrate less social and emotional competence and more behavior problems than more economically advantaged children.

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Year: 2008
Bibliography: Webster-Stratton, C., & Reid, M. J. 2008. In W. H. Brown, S. L. Odom & S. R. McConnell (Eds.), Social competence of young children: Risk, disability, and intervention (pp. 185-203). Baltimore: Paul H. Brookes Publishing Co.
Authors: Webster-Stratton, Reid, , ,