Related Experiment Video

Updated: May 11, 2026

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
05:32

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

Published on: December 7, 2018

Social and emotional information processing in preschoolers: Indicator of early school success?

Susanne A Denham1, Sara Kalb, Erin Way

  • 1Department of Psychology, George Mason University, MS3F5, Fairfax VA 22030, United States.

Early Child Development and Care
|May 21, 2013
PubMed

Insights

Preschoolers

Area of Science:

  • Child Development
  • Developmental Psychology
  • Educational Psychology

Background:

  • Connecting emotional development and social cognition is crucial for understanding child behavior.
  • Preschoolers' responses to peer conflicts reveal insights into their social and emotional understanding.
  • Early identification of behavioral patterns can inform interventions for school readiness.

Purpose of the Study:

  • To examine the link between preschoolers' emotion and behavior response choices in hypothetical peer conflicts.
  • To identify distinct subgroups of children based on their emotional and behavioral responses.
  • To investigate the predictive validity of these subgroups for early school success.

Main Methods:

  • Latent class analysis was used to identify subgroups among 305 preschoolers.
  • Data collected from private childcare and Head Start settings.
  • Children's responses to hypothetical peer conflicts were analyzed.

Main Results:

  • Five distinct subgroups emerged, showing connections between emotion and behavior response choices (e.g., Happy/Passive, Angry/Aggressive).
  • Subgroup membership varied by gender and economic risk status.
  • Subgroup membership predicted social competence, classroom adjustment, and academic readiness.

Conclusions:

  • Preschool subgroups based on emotion-behavior responses are unique predictors of early school success.
  • Social competence in preschool partially mediates the impact of subgroup membership on kindergarten adjustment.
  • Findings offer implications for social information processing and emotional development theories.

Keywords:
classroom adjustmentlatent class analysispreschoolreadinesssocial information processing

More Related Videos

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques08:05

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques

Published on: June 30, 2020

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children07:01

Experimental Paradigm for Measuring the Effects of Self-distancing in Young Children

Published on: March 1, 2019

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
Stella Chess...
Socioemotional Experience and Gender Development01:30

Socioemotional Experience and Gender Development

Social-emotional experiences and cultural influences play significant roles in shaping gender development. During middle childhood, from ages 6 to 11, peer groups become dominant in reinforcing gender norms. Children in this age group often align with same-gender peer groups, which actively encourage behaviors that conform to traditional gender roles. For instance, boys may be discouraged from engaging in activities perceived as feminine, reinforcing culturally dictated norms about masculinity...
Relationship with Parents: Attachment01:28

Relationship with Parents: Attachment

Parent-child interactions lay the foundation for how we understand relationships throughout life. These interactions are not uniform across families; instead, they are shaped by a range of environmental, emotional, and behavioral factors unique to each caregiver-child dynamic. Social psychologists study these early relationships to understand how patterns formed in infancy influence social functioning and interpersonal behavior in adulthood.Attachment Theory and Early Relational ModelsJohn...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...