Abstract
Background: Developmental vulnerability is a term used to describe children who have not met their potential across physical, mental, social, emotional and cognitive domains. Being identified as developmentally vulnerable can be used as an indicator of well-being and inform interventions and service provision. Developmental vulnerability impacts social competence in approximately one in ten Australian children; that is, their ability to connect with others. A social competence deficit may negatively impact development and lead to poor educational outcomes and poor quality of life for these children.
Aims: To identify characteristics of interventions used by early childhood professionals to improve social competence outcomes in young children identified as developmentally vulnerable.
Method: A systematic review was conducted. Key inclusion criteria included a focus on developmentally vulnerable or socially disadvantaged children below the age of seven years.
Results: The initial search produced 1866 articles for screening. Following full-text screening, 29 articles were included in the final review. The findings suggest that supporting and upskilling key adults who support children and working within natural settings are critical elements of successful interventions to improve social competence in vulnerable children.
Conclusions: Understanding the key characteristics of interventions to address social competence deficits is necessary to ensure early childhood professionals can implement evidence-informed interventions when working with vulnerable children.
Implications for children and families: The findings will support you to implement appropriate strategies to develop your child’s social competence skills.
Implications for practitioners: The findings will assist you in choosing evidence-informed interventions to improve social competence outcomes in vulnerable children. You will also better understand which characteristics contribute to effective interventions.
Aims: To identify characteristics of interventions used by early childhood professionals to improve social competence outcomes in young children identified as developmentally vulnerable.
Method: A systematic review was conducted. Key inclusion criteria included a focus on developmentally vulnerable or socially disadvantaged children below the age of seven years.
Results: The initial search produced 1866 articles for screening. Following full-text screening, 29 articles were included in the final review. The findings suggest that supporting and upskilling key adults who support children and working within natural settings are critical elements of successful interventions to improve social competence in vulnerable children.
Conclusions: Understanding the key characteristics of interventions to address social competence deficits is necessary to ensure early childhood professionals can implement evidence-informed interventions when working with vulnerable children.
Implications for children and families: The findings will support you to implement appropriate strategies to develop your child’s social competence skills.
Implications for practitioners: The findings will assist you in choosing evidence-informed interventions to improve social competence outcomes in vulnerable children. You will also better understand which characteristics contribute to effective interventions.
| Original language | English |
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| Publication status | Published - Nov 2024 |
| Event | Early Childhood Voices Conference 2024 - Online Duration: 25 Nov 2024 → 28 Nov 2024 https://earlychildhoodresearch.csu.domains/early-childhood-voices-conference-2024/ |
Conference
| Conference | Early Childhood Voices Conference 2024 |
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| Period | 25/11/24 → 28/11/24 |
| Internet address |
