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CPP Eligibility Factor - Poor Social Skills of the Child

Clarification of Eligibility Factor

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
well-being, including:

  • The ability to form satisfying relationshipswith adults and peers.
  • The ability to understand and express emotions in socially acceptable
  • The ability to resolve conflict, and cope with challenges.
  • The ability to meet developmentally appropriate social and behavioral
    expectations including self-regulation and social problem solving

How It May Be Documented

  • Exclusion or expulsion from other preschool/child care programs or
    community activities
  • Social services or medical referrals
  • Parent interview questions/report
  • Staff documentation on home visits or developmental assessments

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:
    • Paying attention
    • Following directions
    • Getting along with others
    • Controlling negative emotions of anger and distress (Raver, 2002)
  • 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 child’s preschool career are the single best predictor of delinquency in adolescence, gang membership and adult incarceration.

Research References:

Center for Evidence-Based Practice. (2004) Facts about young children with challenging behaviors. Retrieved August 25, 2009 from

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, from

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

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

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, from

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