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Critical Issues in Measuring and Teaching Social Problem-solving in Early Childhood Research

Year: 2024

Type: article

Abstract: Young children’s social-emotional competence is predictive of their later success in school. Social problem-solving is a key component of social-emotional competence. While there is research to suggest we can effectively support young children in developing social problem-solving skills, further work is needed to advance our understanding of how to operationalize, measure, and provide interventions on social problem-solving skills. It is particularly important to understand how to support social problem-solving skills in children with disabilities and diverse functional repertoires. We outline critical issues related to operationalizing, measuring, and teaching social problem-solving and propose 19 recommendations for addressing these critical issues. We suggest future directions for research in social problem-solving centering around four key questions.

Source: Topics in Early Childhood Special Education

DOI: 10.1177/02711214241288214

Authors: Jessica K. Hardy, Yvette Mere-Cook, Hsiu-Wen Yang

Institutions: University of Illinois Urbana-Champaign, Samuel Merritt University, University of North Carolina at Chapel Hill

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

OpenAlex ID: W4403215261

FWCI: 3.828

Cites: 37

Cited by: 3

Related to: 10