Critical Issues in Measuring and Teaching Social Problem-Solving in Early Childhood Research
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| Title: | Critical Issues in Measuring and Teaching Social Problem-Solving in Early Childhood Research |
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| Language: | English |
| Authors: | Jessica K. Hardy (ORCID |
| Source: | Topics in Early Childhood Special Education. 2026 46(1):5-14. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Problem Solving, Young Children, Measurement, Social Emotional Learning, Intervention, Interpersonal Competence, Educational Research, Research Problems, Barriers, Skill Development, Ethics, Validity, Fidelity, Research Methodology, Research Design, Evaluation Methods, Teaching Methods |
| DOI: | 10.1177/02711214241288214 |
| ISSN: | 0271-1214 1538-4845 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501815 |
| Database: | ERIC |
| 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. |
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| ISSN: | 0271-1214 1538-4845 |
| DOI: | 10.1177/02711214241288214 |
