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Measuring socioemotional functioning in a national birth cohort study.
Carol Andreassen1, Jerry West2
1Westat.
Infant Mental Health Journal
|June 23, 2017
Summary
Early childhood development is complex, with skills acquired in infancy impacting school readiness. The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) examines these factors, including socioemotional development and attachment.
Area of Science:
- Child Development
- Developmental Psychology
- Educational Psychology
Background:
- School readiness is influenced by multilevel, complex factors beginning in infancy.
- Understanding these factors is crucial for educational success.
Purpose of the Study:
- To examine how various child capacities and skills jointly influence school readiness.
- To analyze socioemotional development and its impact on early learning.
Main Methods:
- Utilized the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) with a nationally representative sample.
- Collected baseline data at 9 months and follow-up data at ages 2, 4, and kindergarten entry.
- Assessed socioemotional development via mother-child interactions, parent interviews, and observations, including the Toddler Attachment Sort-45 (TAS-45).
Main Results:
- The ECLS-B provides comprehensive data on child development from infancy through kindergarten.
- The Toddler Attachment Sort-45 (TAS-45) offers a valid and easily administered measure of toddler attachment.
- Data analysis will reveal individual and joint contributions of capacities to school readiness.
Conclusions:
- Early childhood capacities are critical for school readiness.
- Longitudinal studies like ECLS-B are vital for understanding developmental trajectories.
- The TAS-45 is a valuable tool for assessing early socioemotional development and attachment.
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