{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,6]],"date-time":"2026-10-06T19:47:48Z","timestamp":1791316068701,"version":"4.3.1"},"reference-count":73,"publisher":"MDPI AG","issue":"12","license":[{"start":{"date-parts":[[2024,12,21]],"date-time":"2024-12-21T00:00:00Z","timestamp":1734739200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"U.S. Department of Education, Institute of Education Sciences","award":["#R324A120153"],"award-info":[{"award-number":["#R324A120153"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behavioral Sciences"],"abstract":"<jats:p>Social\u2013emotional competence and executive function at preschool are critical for children\u2019s school readiness. Unfortunately, young children with the dual risk of low-income status and identified developmental concerns are more likely to have lower social\u2013emotional learning. This study examines (a) bidirectional associations between dyadic parenting behaviors, executive function, and social\u2013emotional competence; and (b) executive function as an explanatory mechanism for the predictive relationship between specific parenting behaviors and children\u2019s social\u2013emotional competence. Data came from 267 parents and children with identified developmental concerns attending publicly funded center-based preschools. Children\u2019s executive function was assessed by teacher-report, while parenting behaviors and children\u2019s social\u2013emotional competence were observationally assessed. Executive function and children\u2019s social\u2013emotional competence were bidirectionally related across the first year of preschool. Cross-lagged panel models demonstrated that executive function was not an explanatory mechanism for the relationship between parenting behaviors and children\u2019s social\u2013emotional competence. However, higher levels of conflict displayed by parents in the fall of the first year of preschool predicted more conflict during the spring of the same year. Higher levels of conflict in the spring then predicted poorer executive function and social\u2013emotional competence during the spring of the child\u2019s second year of preschool.<\/jats:p>","DOI":"10.3390\/bs14121232","type":"journal-article","created":{"date-parts":[[2024,12,23]],"date-time":"2024-12-23T02:39:56Z","timestamp":1734921596000},"page":"1232","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Social\u2013Emotional Competence for Children with Identified Developmental Concerns: The Impact of Parenting and Executive Function"],"prefix":"10.3390","volume":"14","author":[{"given":"Courtney","family":"Boise","sequence":"first","affiliation":[{"name":"Department of Psychology, University of North Florida, Jacksonville, FL 32224, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0168-2026","authenticated-orcid":false,"given":"Lisa L.","family":"Knoche","sequence":"additional","affiliation":[{"name":"Nebraska Center for Research on Children, Youth, Families and Schools, University of Nebraska-Lincoln, Lincoln, NE 68588, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2024,12,21]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"549","DOI":"10.1002\/icd.1899","article-title":"Associations Between Preschoolers\u2019 Social-Emotional Competence and Preliteracy Skills","volume":"24","author":"Curby","year":"2015","journal-title":"Infant Child Dev."},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"70","DOI":"10.1016\/j.ecresq.2014.09.001","article-title":"Executive functioning and school adjustment: The mediational role of pre-kindergarten learning-related behaviors","volume":"30","author":"Sasser","year":"2015","journal-title":"Early Child. 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