Aligning research and policy on social-emotional and academic competence for young children

Erum Nadeem, Kristi Maslak, Anil Chacko, Kimberly Eaton Hoagwood

Research output: Contribution to journalArticlepeer-review


Research Findings: The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be supported by education in an integrated, holistic manner. Practice or Policy: The article reviews major public policies and national initiatives that have implications for the education of young children (e.g., Head Start, No Child Left Behind, IDEA) and highlights opportunities within these policies to promote programs that can support SEA competencies, as well as the limitations of these policies. The article also includes a review of the limitations of existing resources available to educators to identify evidence-based programs that support SEA competencies and concludes with recommendations for better alignment between research and policy to support SEA competencies.

Original languageEnglish (US)
Pages (from-to)765-779
Number of pages15
JournalEarly Education and Development
Issue number5
StatePublished - 2010

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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