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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
Language: English
Authors: Jessica K. Hardy (ORCID 0000-0003-3697-4176), Yvette Mere-Cook, Hsiu-Wen Yang (ORCID 0000-0002-5891-2243)
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
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  Data: Critical Issues in Measuring and Teaching Social Problem-Solving in Early Childhood Research
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  Data: 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
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  Data: 10.1177/02711214241288214
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  Data: 0271-1214<br />1538-4845
– Name: Abstract
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  Data: 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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  Data: 2026
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      – SubjectFull: Problem Solving
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      – SubjectFull: Young Children
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      – SubjectFull: Measurement
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      – SubjectFull: Barriers
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      – SubjectFull: Skill Development
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      – SubjectFull: Ethics
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      – SubjectFull: Validity
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      – SubjectFull: Fidelity
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      – SubjectFull: Teaching Methods
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      – TitleFull: Critical Issues in Measuring and Teaching Social Problem-Solving in Early Childhood Research
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