Social competence of bilingual and monolingual native English speaking preschoolers: a comparison of parent and teacher perspectives

TY - JOUR

T1 - Social competence of bilingual and monolingual native English speaking preschoolers: a comparison of parent and teacher perspectives

AU - Baxter, Christine M.

AU - More, Cori

AU - Spies, Tracy G.

AU - Scott, Chyllis E.

N1 - Effective peer interaction is fundamental to social development, cognitive development, and academic success. Young children's early exposure to and development of social competence begins in the home and is further developed upon entry into early childhood programmes. In the United States, where early childhood programmes serve increasingly diverse families, discrepancies between families and teachers in relation to the social competencies valued may exist.

PY - 2019/6/25

Y1 - 2019/6/25

UR - https://digitalscholarship.unlv.edu/ecs_fac_articles/107/

U2 - 10.1080/03004430.2019.1630830

DO - 10.1080/03004430.2019.1630830

M3 - Article

JO - Early Child Development and Care

JF - Early Child Development and Care

ER -