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McCabe PC, Altamura M. (2011). Empirically valid strategies to improve social and emotional competence of preschool children. Psychology in the Schools. 48(5):513-540.

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Article

Social-Emotional Skills in Preschool Children: Reliability and Validity Study for SEStimate Checklist

1School of Education, Baldwin Wallace University, Berea, Ohio, USA


American Journal of Educational Research. 2018, Vol. 6 No. 1, 50-54
DOI: 10.12691/education-6-1-8
Copyright © 2018 Science and Education Publishing

Cite this paper:
Chad G. Malcolm. Social-Emotional Skills in Preschool Children: Reliability and Validity Study for SEStimate Checklist. American Journal of Educational Research. 2018; 6(1):50-54. doi: 10.12691/education-6-1-8.

Correspondence to: Chad  G. Malcolm, School of Education, Baldwin Wallace University, Berea, Ohio, USA. Email: cmalcolm@bw.edu

Abstract

Socio-emotional skills (SES) are a solid indicator of student success in the future (CASEL, 2016). However, in the area of evaluating the developmental level of SES in students hasn’t been quantified in research. The SEStimate Checklist works to provide teachers with a quantifiable number in this area, so they can directly affect SES development in their classroom with interventions. This reliability and validity study of the SEStimate Checklist was conducted on 250 prekindergarten age (3-5 years of age) students. The checklist is filled out by the teacher and scored. Then the score is graphed against an aim line to determine level of SES needs. The teacher can then implement interventions to improve low areas within the classroom, small group, or on an individual need.

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