This study of the relationship between early receptive vocabulary development and social-emotional competencies examines differences among typically developing children and peers with disabilities within a state-wide program that meets all 10 of National Institute for Early Education Research (Barnett et al. 2017) programmatic benchmarks for quality early learning. Findings show that children in the sample with higher total protective factors have fewer externalized behavioral concerns and higher language development, and that children with disabilities in the sample differ in their ability to self-regulate or take initiative, and are rated higher for behavioral concerns. All children, however, increased their language above expected developmental trends after 1 year in the quality pre-K classroom. Recommendations are provided for how to deliver quality early learning that includes supporting all children’s social-emotional and language development.

中文翻译：

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在全州范围内的幼儿园前项目中探索残疾儿童和非残疾儿童的语言和社会情感发展

这项针对早期接受性词汇发展与社会情感能力之间关系的研究考察了满足全美早期教育研究所（Barnett et al.2017）所有十项计划的州级计划中典型发育的儿童和同龄人之间的差异。质量早期学习的基准。研究结果表明，总保护因子较高的儿童对外部行为的关注较少，而其语言发展也较高；样本中的残疾儿童在自我调节或主动行为方面的能力有所不同，并且在行为关注方面的评价较高。但是，所有孩子在一年级的优质幼儿园之前，其语言水平都超过了预期的发展趋势。