PO069: Predicting Kindergarten Pre-Literacy Performance from Toddler Social-Emotional Functioning

Friday, February 21, 2014 1:30 PM–3:00 PM


Few studies have examined the links between early childhood behaviors and academic school readiness. This study investigated the relationship between age 2 social-emotional functioning and kindergarten pre-literacy performance. Higher levels of child engagement and lower levels of child negativity in a parent-child interaction evaluation at age 2 were related to higher average pre-literacy scaled scores in kindergarten. Participants interested in early childhood will learn about the impact of social-emotional development on early academic skills.


Stephanie Brunner, University of Minnesota, Minneapolis, MN