School readiness assessments in South Africa still predominantly focus on the assessment of cognitive skills. The Emotional Social Screening Tool for School Readiness (E3SR) was developed to bridge the perceived gap in assessing emotional-social skills as a domain of school readiness. An emerging body of research reports exists on the psychometric…

Moral emotions are experienced in daily life and are crucial for mediating appropriate social behaviors, as they prevent individuals from committing transgressions. In this study, caregivers of 377 children aged between 2.5 and 6.5 years old completed the Moral Emotions Questionnaire (MEQ), a parent report aimed to separately identify the presence…

Teachers of inclusive early childhood education (ECE) are responsible for monitoring children's social skills achievement, and promoting social play between children with and without special educational needs (SEN). The Teacher Impression Scale (TIS) is an observational assessment developed for this purpose. This study aims to explore the social…

Emotional awareness is the ability to conceptualize and describe one's own emotions and those of others. Over thirty years ago, a cognitive-developmental theory of emotional awareness patterned after Piaget's theory of cognitive development was created as well as a performance measure of this ability called the Levels of Emotional Awareness Scale…

Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous…

Previous research has suggested that multiple factors beyond acceptability alone (e.g., feasibility, external supports) may interact to determine whether consumers will use an intervention or assessment in practice. The Usage Rating Profile for Supporting Students' Behavioral Needs (URP-NEEDS) was developed in order to provide a simultaneous…

In the present study, the aim is to adapt the scale developed by Merrell, Felver-Gant and Tom (2011) to evaluate Social-Emotional Competence of Children and Young People among 60-72 months old children. Data have been obtained 200 preschool children attending preschool institutions. In testing validity of the scale, expert opinions are taken…

This executive summary highlights findings from the full report (published separately) which analyzes construct and predictive validity of a Social and Emotional Learning (SEL) Competency Survey. Students' SEL skill ratings were correlated with other measures of SEL skills and other outcomes of interest. A separate research brief also was…

This research brief provides highlights from the full report (published separately) which analyzes construct and predictive validity of a Social and Emotional Learning (SEL) Competency Survey. Students' SEL skill ratings were correlated with other measures of SEL skills and other outcomes of interest. A separate executive summary also was…

This report analyzes construct and predictive validity of a Social and Emotional Learning (SEL) Competency Survey. Students' SEL skill ratings were correlated with other measures of SEL skills and other outcomes of interest. Separate research brief and executive summary were published. [For the Research Brief, see ED626925. For the Executive…

Based on the premises that strength-based assessment of children and adolescents is an important emerging area, and that additional tools for this purpose are needed, this study details development and validation efforts on a new strength-based assessment: the Social-Emotional Assets and Resilience Scale, parent form (SEARS-P). Following careful…

The present study examines the validity of the Dutch Children's Communication Checklist (CCC) for children in kindergarten in a community sample, in order to assess the feasibility of using it as a screening instrument in the general population. Teachers completed the CCC for a representative sample of 1396 children at kindergarten level, taken…

A theory of the dynamics of dyadic interaction is presented, based on the concepts of "concern" (i.e., intentions, goals, and interests), "appraisal" and "contagiousness." Differences between children who participate in a specific interaction are linked to differences in social competence and social power. An overview is given of the social…

This article aims to contribute to the ongoing evaluation of the Australian Early Development Index (AEDI) by investigating its construct and concurrent validity with a subsample of 642 children aged 4 to 5 years drawn from the Longitudinal Study of Australian Children (LSAC). Construct validity was examined by considering the theoretical…

Compared teacher and observer ratings of young children's social behaviors during peer play and examined the construct validity of the Penn Interactive Peer Play Scale. Findings indicated that both teacher and observer ratings revealed factor structures reflecting play interaction, disruption, and disconnection. Observer ratings distinguished…