Sage Journals: Discover world-class research

Abstract

Young children’s social-emotional competence is predictive of their later success in school. Social problem-solving is a key component of social-emotional competence. While there is research to suggest we can effectively support young children in developing social problem-solving skills, further work is needed to advance our understanding of how to operationalize, measure, and provide interventions on social problem-solving skills. It is particularly important to understand how to support social problem-solving skills in children with disabilities and diverse functional repertoires. We outline critical issues related to operationalizing, measuring, and teaching social problem-solving and propose 19 recommendations for addressing these critical issues. We suggest future directions for research in social problem-solving centering around four key questions.

Keywords

social competence assessment evidence-based practices social skills intervention strategies peer interactions problem solving

Get full access to this article

View all access options for this article.

References

Antonopoulos

C. R.

Sugden

Saliba

(2023). Implicit bias toward people with disability: A systematic review and meta-analysis. Rehabilitation Psychology, 68(2), 121–134. https://doi.org/10.1037/rep0000493

Bagnato

S. J.

Goins

D. D.

Pretti-Frontczak

Neisworth

J. T.

(2014). Authentic assessment as “best practice” for early childhood intervention: National consumer social validity research. Topics in Early Childhood Special Education, 34(2), 116–127. https://doi.org/10.1177/0271121414523652

Barnes

T. N.

Wang

O’Brien

K. M.

(2018). A meta-analytic review of social problem-solving interventions in preschool settings. Infant & Child Development, 27(5), 1–22. https://doi.org/10.1002/icd.2095

California Department of Education. (2019). The alignment of the California preschool learning foundations with key early learning resources (2nd ed.). https://www.cde.ca.gov/sp/cd/re/documents/alignmentofcaplf.pdf

Church

Mashford-Scott

Cohrssen

(2018). Supporting children to resolve disputes. Journal of Early Childhood Research, 16(1), 92–103. https://doi.org/10.1177/1476718X17705414

Denham

S. A.

(2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57–89. https://doi.org/10.1207/s15566935eed1701_4

Denham

S. A.

Bassett

H. H.

Zinsser

Wyatt

T. M.

(2014). How preschoolers’ social-emotional learning predicts their early school success: Developing theory-promoting, competency-based assessments. Infant and Child Development, 23, 426–454. https://doi.org/10.1002/icd.1840

Diamond

K. E.

(1993). Factors in preschool children’s social problem-solving strategies for peers with and without disabilities. Early Childhood Research Quarterly, 9(2), 195–205. https://doi.org/10.1016/0885-2006(94)90005-1

Diamond

L. L.

Hsiao

Y.-J.

(2019). Picture-based situation cards to support problem-solving skill development for young children with disabilities. Teaching Exceptional Children, 52(2), 107–115. https://doi.org/10.1177/0040059919878664

10.

Division for Early Childhood. (2021). Position statement on multitiered system of support framework in early childhood. https://www.dec-sped.org/single-post/new-position-statement-multitiered-system-of-support-framework-in-early-childhoodhttps:/www.dec-sped.org/single-post/new-position-statement-multitiered-system-of-support-framework-in-early-childhood

11.

Division for Early Childhood. (2022). Position statement on ethical practice. https://divisionearlychildhood.egnyte.com/dl/KAh4cOFBZ8

12.

Dunst

C. J.

Trivette

C. M.

Raab

(2013). An implementation science framework for conceptualizing and operationalizing fidelity in early childhood intervention studies. Journal of Early Intervention, 35(2), 85–101. https://doi.org/10.1177/1053815113502235

13.

Elek

Page

(2018). Critical features of effective coaching for early childhood educators: A review of empirical research literature. Professional Development in Education, 45(4), 567–585. https://doi.org/10.1080/19415257.2018.1452781

14.

Fettig

Schultz

T. R.

Ostrosky

M. M.

(2016). Storybooks and beyond: Teaching problem solving skills in early childhood classrooms. Young Exceptional Children, 19(3), 18–31. https://doi.org/10.1177/1096250615576803

15.

Gehlbach

Brinkworth

M. E.

Wang

M.-T.

(2012). The social perspective taking process: What motivates individuals to take another’s perspective? Teachers College Record, 114(1), 1–29. https://doi.org/10.1177/016146811211400108

16.

Haynes

S. N.

(2001). Clinical applications of analogue behavioral observation: Dimensions of psychometric evaluation. Psychological Assessment, 13(1), 73–85. https://doi.org/10.1037/1040-3590.13.1.73

17.

Funk

(2018). Promoting young children’s social and emotional health. Young Children, 73(1), 73–79. https://doi.org/10.12968/cypn.2018.11.16

18.

Hollarek

Lee

N. C.

(2022). Current understanding of developmental changes in adolescent perspective taking. Current Opinion in Psychology, 45, 101301. https://doi.org/10.1016/j.copsyc.2022.101308

19.

Hune

J. B.

Nelson

C. M.

(2002). Effects of teaching a problem-solving strategy on preschool children with problem behavior. Behavioral Disorders, 27(3), 185–207. https://doi.org/10.1177/019874290202700302

20.

Isik-Ercan

Perkins

(2017). Reflection for meaning and action as an engine for professional development across multiple early childhood teacher education contexts. Journal of Early Childhood Teacher Education, 38(4), 342–354. https://doi.org/10.1080/10901027.2017.1394935

21.

Johnson

L. D.

McMaster

K. L.

(2013). Adapting research-based practices with fidelity: Flexibility by design. In Cook

B. G.

Tankersley

M. G.

Landrum

T. J.

(Eds.), Advances in learning and behavioral disabilities: Vol. 26. Evidence-based practices (pp. 65–91). Emerald Group Publishing. https://doi.org/10.1108/S0735-004X(2013)0000026006

22.

Karaolis

(2020) Inclusion happens with a puppet: Puppets for inclusive practice in early childhood settings, NJ. Drama Australia Journal, 44(1), 29–42. https://doi.org/10.1080/14452294.2020.1871506

23.

Korba

Hemmeter

M. L.

Golden

A. K.

Nuhring

(2022). The effects of progressive time delay to teach social problem-solving to preschoolers. Journal of Early Intervention, 44(3), 268–288. https://doi.org/10.1177/10538151211052004

24.

Lentini

Giroux

L. N.

Hemmeter

M. L.

(2019). Tucker turtle takes time to tuck and think. National Center for Pyramid Model Innovations. https://challengingbehavior.org/docs/TuckerTurtle_Story.pdf

25.

Melloy

K. J.

Murray

F. R.

(2019). A conceptual framework: Creating socially just schools for students with emotional and behavioral disabilities. World Journal of Education, 9(5), 113–124. https://doi.org/10.5430/wje.v9n5p113

26.

Mercer Young

Reed

K. E

. (2017). Mastery motivation: Persistence and problem solving in preschool. Teaching Young Children, 11(1). https://www.naeyc.org/resources/pubs/tyc/oct2017/mastery-motivation-persistence_and_problem

27.

Mere-Cook

Hardy

J. K.

Yang

H.-W.

Sawyer

G. E.

Rees

Zeeshan

(2023, December). Think, think, think! A social problem-solving intervention. Presentation at the Division for Early Childhood Annual Conference, Minneapolis, MN.

28.

National Center for Pyramid Model Innovations. (2019, July 10). Problem-solving steps. https://challengingbehavior.org/docs/SocialEmotionalSkills_problem-solving-steps_poster.pdf

29.

Nix

R. L.

Bierman

K. L.

Domitrovich

C. E.

Gill

(2013). Promoting children’s social-emotional skills in preschool can enhance academic and behavioral function in kindergarten: Findings from Head Start REDI. Early Education and Development, 24(7), 1000–1019. https://doi.org/10.1080/10409289.2013.825565

30.

Office of Head Start. (2015). Head start early learning outcomes framework: Ages birth to five. https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/elof-ohs-framework.pdf

31.

Owens

McLanahan

S. S.

(2020). Unpacking the drivers of racial disparities in school suspension and expulsion. Social Forces, 98(4), 1548–1577. https://doi.org/10.1093/sf/soz095

32.

Polk

Sherman

(2018). Six small steps and a giant leap for conflict resolution. Exchange. http://exchangepress.com/article/six-small-steps-and-a-giant-leap-for-conflict-resolution/5024459/

33.

Powell

Coles

J. A.

(2021). ‘We still here’: Black mothers’ personal narratives of sense making and resisting antiblackness and the suspensions of their Black children. Race Ethnicity and Education, 24(1), 76–95. https://doi.org/10.1080/13613324.2020.1718076

34.

Ramani

G. B.

Brownell

C. A.

(2014). Preschoolers’ cooperative problem solving: Integrating play and problem solving. Journal of Early Childhood Research, 12(1), 92–108. https://doi.org/10.1177/1476718X13498337

35.

Ridley

C. A.

Vaughn

S. R.

(1982). Interpersonal problem solving: An intervention program for preschool children. Journal of Applied Developmental Psychology, 3(3), 177–190. https://doi.org/10.1016/0193-3973(82)90014-4

36.

Shure

M. B.

(1990). The PIPS test manual. Department of Mental Health Sciences, Hahnemann University.

37.

Sutherland

K. S.

Conroy

M. A.

Abrams

Ogston

(2012). An initial evaluation of the teacher-child interaction direct observation system: Measuring teacher-child interaction behaviors in classroom settings. Assessment for Effective Intervention, 39(1), 1–12. https://doi.org/10.1177/1534508412463814

38.

Taffee

C.R.

(2019). Two’s company, three’s a crowd. Peer interactions in a preschool social triangle. Young Children, 74(4), 74–83. https://www.naeyc.org/resources/pubs/yc/sept2019/peer-interaction-preschool-social-triangle

39.

Vanover

S. T.

(2020). From circle time to small groups: Meeting children’s needs. Teaching Young Children, 13(4), 28-29. https://NAEYC.org/tyc

40.

Vaughn

S. R.

Ridley

C. A.

Bullock

D. D.

(1984). Interpersonal problem-solving skills training with aggressive young children. Journal of Applied Developmental Psychology, 5(3), 213–233. https://doi.org/10.1016/0193-3973(84)90019-4

41.

Vestal

Jones

N. A.

(2004). Peach building and conflict resolution in preschool children. Journal of Research in Childhood Education, 19(2), 131–142. https://doi.org/10.1080/02568540409595060

42.

Vlachou

Stavroussi

(2016). Promoting social inclusion: A structured intervention for enhancing interpersonal problem-solving skills in children with mild intellectual disabilities. Support for Learning, 31, 27–45. https://10.1111/1467-9604.12112

43.

Walker

O. L.

Degnan

K. A.

Fox

N. A.

Henderson

H. A.

(2013). Social problem-solving in early childhood: Developmental change and the influence of shyness. Journal of Applied Developmental Psychology, 34(4), 185–193. https://doi.org/10.1016/j.appdev.2013.04.001

44.

Wang

Zhang

McArdle

J. J.

Salthouse

T. A.

(2008). Investigating ceiling effects in longitudinal data analysis. Multivariate Behavioral Research, 43(3), 476–496. https://doi.org/10.1080/00273170802285941

45.

Wehmeyer

M. L.

Agran

Hughes

Martin

J. E.

Mithaug

D. E.

Palmer

S. B.

(2007). Promoting self-determination in students with developmental disabilities. The Guilford Press.

46.

Whittaker

J. V.

(2014). Good thinking! Fostering children’s reasoning and problem solving. Young Children, 69(3), 80–89. https://www.jstor.org/stable/10.2307/ycyoungchildren.69.3.80

47.

Wolf

M. M.

(1978). Social validity: The case for subjective measurement or how applied behavior analysis is finding its heart. Journal of Applied Behavior Analysis, 11(2), 203–214. https://doi.org/10.1901/jaba.1978.11-203

48.

Yoder

P. J.

Lloyd

B. P.

Symons

F. J.

(2018). Observational measurement of behavior (2nd ed.). Brookes.

49.

Zinsser

K. M.

Denham

S. A.

Curby

T. W.

(2018). Becoming a social and emotional teacher: The heart of good guidance. Young Children,73(4), 77–83. https://www.jstor.org/stable/26783666

50.

Zuckerman

K. E.

Mattox

K. M.

Sinche

B. K.

Blaschke

G. S.

Bethell

(2014). Racial, ethnic, and language disparities in early childhood developmental/behavioral evaluations: A narrative review. Clinical Pediatrics, 53(7), 619–631. https://doi.org/10.1177/0009922813501378

Critical Issues in Measuring and Teaching Social Problem-solving in Early Childhood Research

Abstract

Keywords

Get full access to this article

References