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.
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.