A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children |
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Authors: | Oades-Sese Geraldine V Esquivel Giselle B Kaliski Pamela K Maniatis Lisette |
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Affiliation: | Research Center for Resilience and Early Childhood Development, Department of Applied Psychology, Rutgers University, Piscataway, NJ 08854, USA. gerrysez@yahoo.com |
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Abstract: | This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social-emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social-emotional development to later academic success and English acquisition, highlighting the role of bilingualism. |
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