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Chen CC, Xu Y, LoCasale-Crouch J, Xia Y, Rudasill K, Xie L, Johansen K, Joy J, Askue-Collins J. Social-Emotional Profiles of Preschool Children: An Investigation of Demographic Disparities and Intersectionality. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2024; 21:1100. [PMID: 39200709 PMCID: PMC11354108 DOI: 10.3390/ijerph21081100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/03/2024] [Revised: 08/08/2024] [Accepted: 08/09/2024] [Indexed: 09/02/2024]
Abstract
This study aims to enhance our understanding of the diverse nature of social-emotional development and explore the demographic disparities and intersectionality of social determinants among children, with an emphasis on underserved populations of children in low-resource environments. Young children living in low-income families are exposed to a wide array of social and systemic risks that increase the propensity for poor learning and social-emotional development. Using data from the Head Start Family and Childhood Experiences Survey (FACES, this study focuses on the social-emotional development of a nationally representative sample of young children enrolled in the Head Start program (n = 1921, 50.18% male). Employing a person-centered approach, we assessed teacher-rated social-emotional competence, including approach to learning, social cooperation, aggression, hyperactivity, and anxiety/depression/withdrawal, to classify young children's social-emotional development. This study identified four distinct social-emotional profiles-Adaptive, Average, Moderate Risk, and High Risk-through latent profile analysis. Furthermore, multinomial regression analysis revealed demographic disparities within each social-emotional profile, and significant intersectionality was found between race/ethnicity, age, and disability status in the social-emotional profiles. This research provides valuable insights for better supporting each child's unique needs.
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Affiliation(s)
- Chin-Chih Chen
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Yaoying Xu
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Jennifer LoCasale-Crouch
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Yuyan Xia
- Department of Physical Therapy, College of Health Sciences, University of Kentucky, Lexington, KY 40506, USA;
| | - Kathleen Rudasill
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Lindai Xie
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Karli Johansen
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Jeen Joy
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
| | - Jennifer Askue-Collins
- Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA; (C.-C.C.); (J.L.-C.); (K.R.); (L.X.); (K.J.); (J.J.); (J.A.-C.)
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