Examining Protective and At-Risk Factors on Children’s Social and Emotional Development and School Readiness
AuthorMedina, Margaret Ariana
AdvisorCimetta, Adriana D.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction, presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractEarly childhood is critical for a child’s healthy development. Such development can affect children throughout the lifespan. In particular, social emotional development has been used as a predictor for school readiness, delinquency, career outcomes and earnings, and overall quality of life (Denham et al., 2009). This study examined the relationships of protective factors and at-risk factors on 3,988 children between the ages of two to six years on children’s social emotional development and if these variables are also predictive of a child’s social emotional development. Additionally, this study assessed if children’s social emotional development is predictive of children's literacy and math school readiness. This study intended to investigate a strength-based model by examining moderating effects of poverty on a child’s social emotional development in determining methods for assisting children living in poverty. Pearson’s R correlations and stepwise linear regression models were run. Results indicated that protective factors have statistically significant relationships and predict higher social emotional development scores and at-risk factors have statistically significant relationships and predict lower social emotional development scores. Lastly, implications, limitations, and future directions for research are also discussed.Keywords: social emotional development, school readiness, protective factors, at-risk factors
Degree ProgramGraduate College