Implementing Positive Behavior Support in Early Childhood Through High School
Edited By Chun Zhang, Carlos McCray and Su-Je Cho
2. Developmental and Cultural Perspectives of Social and Emotional Development and Its Relation to School Success
YI DING AND DAKE ZHANG
Educators and researchers have recognized the influence of children’s social and emotional development on their later academic achievement and school success. Children with age-appropriate social skills and emotional competence are likely to have more opportunities to socialize with peers, develop positive relationships with teachers and caregivers, and enjoy positive school experiences (Landry & Smith, 2010). Conversely, children who do not develop social and emotional competence are at greater risk for negative school experiences such as being rejected, feeling isolated, and encountering punitive discipline. Childhood behavioral problems are often associated with poor social skills, emotional dysregulation, low tolerance of frustration, and poor problem solving in social contexts such as the classroom (Denham, 2006). Developmentally, young children with poor social and emotional competence are prone to difficulty with the transition to kindergarten, poor academic readiness, social and behavioral problems in later school years, and long-term academic and social challenges (Barbarin et al., 2006; Bornstein, Hahn, & Haynes, 2010; Fantuzzo, Bulotsky, McDermott, Mosca, & Lutz, 2003). Thus, the social and emotional competence of students has been of great concern to educators.
Another critical issue in the U.S. education system is the disproportionate representation of culturally and linguistically diverse (CLD) students placed in special education and targeted for disciplinary actions such as suspensions (e.g., Dunn, 1968; Waitoller, Artiles, & Cheney, 2010). Most of the attention in the literature has focused on the overrepresentation of African American ← 25 | 26 → and Hispanic students (e.g., Artiles...
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