Development and psychometric validation of a preschool social-emotional competence scale in China

Social-emotional competence is a core developmental capacity in early childhood, yet culturally grounded assessment tools for Chinese preschoolers remain limited. This study aimed to develop and validate the Preschool Social-Emotional Competence Scale for children in Guangxi Zhuang Autonomous Region, China.

Guided by social-emotional competence theory and a culturally responsive framework, the scale was developed through literature review, qualitative interviews, expert consultation, and pilot testing. Psychometric properties were examined using caregiver reports for 1,666 preschoolers aged 3-6 years (889 boys, 53.36%; 777 girls, 46.64%).

Exploratory factor analysis supported a 21-item, four-factor structure comprising Emotion and Self-recognition, Daily Habits, Social Interaction, and Bullying Counteraction, explaining 71.67% of the total variance. Confirmatory factor analysis showed good model fit (χ²/df = 3.86, GFI = 0.92, CFI = 0.95, IFI = 0.95, TLI = 0.94, RMSEA = 0.06). The scale demonstrated satisfactory convergent and discriminant validity, strong internal consistency (Cronbach's α = 0.94; subscales α = 0.76-0.94; McDonald's ω = 0.94; subscale ω = 0.86-0.94), and measurement invariance across gender. Girls scored higher than boys on Emotion and Self-recognition and Daily Habits, whereas no significant differences were found by only-child status. Children from families with lower subjective socioeconomic status scored lower across all domains of social-emotional competence.

The Preschool Social-Emotional Competence Scale is a valid and developmentally appropriate instrument for assessing social-emotional competence in typically developing Chinese preschoolers aged 3-6 years. It provides a practical tool for educators and researchers and may help inform targeted early interventions.