title: A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.
abstract: This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social-emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social-emotional development to later academic success and English acquisition, highlighting the role of bilingualism.
authors.affiliation: Research Center for Resilience and Early Childhood Development, Department of Applied Psychology, Rutgers University, Piscataway, NJ 08854, USA. gerrysez@yahoo.com
authors.forename: Geraldine V
authors.initials: GV
authors.lastname: Oades-Sese
authors.forename: Giselle B
authors.initials: GB
authors.lastname: Esquivel
authors.forename: Pamela K
authors.initials: PK
authors.lastname: Kaliski
authors.forename: Lisette
authors.initials: L
authors.lastname: Maniatis
mesh_terms: D000124:Achievement; D002657:Child Development; D002675:Child, Preschool; D004522:Educational Status; D004644:Emotions; D005260:Female; D006630:Hispanic or Latino / Q000523:psychology; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D019303:Multilingualism; D010379:Peer Group; D012919:Social Behavior