ABSTRACT
While researchers have long considered intelligence to be a key predictor of success in school, recent studies indicate that the social and emotional adjustment of young children are strong predictors of early academic achievement even after controlling for variations in children’s cognitive abilities and family resources (Grolnick & Slowiaczek, 1994; Raver & Zigler, 1997). Children with emotional difficulties such as Oppositional Defiant Disorder (ODD), Attention Deficit Hyperactivity Disorder (ADHD) and “early onset” conduct problems (CPs) (defined as high rates of aggression, noncompliance, and oppositional behaviors) are at high risk for underachievement, school absences, and eventual school drop out (Moffitt, 1993; Tremblay, Mass, Pagani, & Vitaro, 1996). Data from the National Center for Education Statistics survey of kindergarten teachers indicate that teachers’ predominant concern is for regulatory and emotional aspects of children’s behavior (West, Denton, & Reaney, 2001). In particular, 84% of teachers endorsed that children need to be able to communicate wants, needs, and thoughts verbally and 60% endorsed that children need to be able to follow directions, not be disruptive in class, and be sensitive to other children’s feelings in order to succeed in school. In contrast, only 21% endorsed the idea that children need to be able to use a pencil, and only 7% endorsed knowing several letters of the alphabet and being able to count to 20 as very important to being ready for kindergarten. This survey suggests that teachers are most concerned that children have the prerequisite emotional self-regulation (engagement, ability to stay on task, feelings vocabulary, ability to manage anger) and social skills (cooperation, sharing, helping) that will allow for manageable classrooms, and children’s effective academic learning.
