ABSTRACT

This paper presents perspectives from early childhood practitioners of pre-school children’s (n = 100) social and emotional competencies upon entering pre-school and again after term three of the pre-school year. This research reports findings from five pre-school settings within rural and urban locations. A quantitative approach is used with pre-school practitioners completing the Strengths and Difficulties Questionnaire and an Emotional Regulation Questionnaire to rate the children’s social and emotional competencies. Our findings indicate that many of the social and emotional competencies increase by the end of term three of the pre-school year. We report higher proficiencies in emotional competencies in comparison to their social competencies. Overall the findings suggest that children can transform their competencies during the pre-school year.

摘要

本文介绍了学龄前儿童（n = 100）进入学龄前以及学年第三学期后的社交和情感能力。这项研究报告了农村和城市地区五个学前环境的发现。学龄前从业人员使用定量方法完成“长处和困难调查表”和“情绪调节调查表”，以评估孩子的社交和情感能力。我们的研究结果表明，许多学历和情感能力在学龄前三学期末都有所提高。与社交能力相比，我们在情感能力方面的能力更高。总体而言，研究结果表明，儿童可以在学龄前改变他们的能力。