A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.

This longitudinal study was conducted to gain understanding of the social–emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social–emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social–emotional development to later academic success and English acquisition, highlighting the role of bilingualism. (PsycINFO Database Record (c) 2011 APA, all rights reserved)