|CPP Eligibility Factor: Poor Social Skills of the Child|
|Poor social skills of the
child (22-28- 106 (1) (a.5) (VIII) C.R.S.).
This eligibility factor encompasses all
aspects of a child’s social and emotional
|Significance of Factor in regards to School Readiness||Early learning and early
social and emotional development are closely connected.
Social and emotional development involves the acquisition
of skills needed to play and work with peers, to regulate emotions in prosocial ways, to communicate with adults, to control negative emotions and be aware of social customs within one's community.
A child’s emotional status affects early school performance, which in turn, predicts later school outcomes. Children who have difficulty with the following do less well in school:
When children’s challenging behavior
persists, the problems are likely to worsen and become
compounded by related problems including peer and adult
rejection and coercive relationships. Early appearing
behavior problems in a
|How It May Be Documented||
Center for Evidence-Based Practice. (2004) Facts about young children with challenging behaviors. Retrieved August 25, 2009 fromhttp://www.challengingbehavior.org/do/resources/documents/facts_about_sheet.pdf.
Hymel, S. & Ford, L. (2003). School completion and academic success: The impact of early social-emotional competence. Encyclopedia on Early Childhood Development. Retrieved on July 2, 2009, fromhttp://www.enfant-encyclopedie.com/pages/PDF/Hymel-FordANGxp.pdf
Huffman, L. C., Mehlinger, S. L., & Kerivan, A. S. (2000). "Risk factors for academic and behavioral problems at the beginning of school," as found in A Good Beginning: Sending America's Children to School. with the Social and Emotional Competence They Need to Succeed (monograph). Bethesda, MD: The Child Mental Health Foundations and Agencies Network. Retrieved June 2, 2010, from http://www.eric.ed.gov/PDFS/ED445810.pdf
Logue, M.E. (January 2007). Early childhood learning standards: Tools for promoting social and academic success in kindergarten. Children & Schools, 29(1), 35-43.
Raver, C.C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report. Retrieved on October 1, 2012, from http://www.srcd.org/Documents/Publications/SPR/spr16-3.pdf
Raver, C. & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children. National Center for Children in Poverty. Retrieved July 2, 2009, fromhttp://nccp.org/publications/pdf/text_485.pdf
Additional Resources for Families and Staff:
Technical Assistance Center on Social
Emotional Intervention for Young Children,
Challenging Behaviors and the Role of