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Social–Emotional Profiles of Preschool Children: An Investigation of Demographic Disparities and Intersectionality

Author

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  • Chin-Chih Chen

    (Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA)

  • Yaoying Xu

    (Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA)

  • Jennifer LoCasale-Crouch

    (Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA)

  • 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)

  • Lindai Xie

    (Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA)

  • Karli Johansen

    (Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA)

  • Jeen Joy

    (Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA)

  • Jennifer Askue-Collins

    (Department of Counseling and Special Education, School of Education, Virginia Commonwealth University, Richmond, VA 23284, USA)

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.

Suggested Citation

  • Chin-Chih Chen & Yaoying Xu & Jennifer LoCasale-Crouch & Yuyan Xia & Kathleen Rudasill & Lindai Xie & Karli Johansen & Jeen Joy & Jennifer Askue-Collins, 2024. "Social–Emotional Profiles of Preschool Children: An Investigation of Demographic Disparities and Intersectionality," IJERPH, MDPI, vol. 21(8), pages 1-14, August.
    • Handle: RePEc:gam:jijerp:v:21:y:2024:i:8:p:1100-:d:1460119
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    References listed on IDEAS

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    1. Kristin Anderson Moore, 2020. "Developing an Indicator System to Measure Child Well-Being: Lessons Learned over Time," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 13(2), pages 729-739, April.
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