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Early Childhood Social Competence Scale (EC-SCS): Factor Structure and Psychometric Properties

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Early Childhood Social Competence Scale (EC-SCS): Factor Structure and Psychometric Properties sustainability Article Early Childhood Social Competence Scale (EC-SCS): Factor Structure and Psychometric Properties Antonio Fernández-Castillo Department of Developmental and Educational Psychology, Faculty of Educational Sciences, University of Granada, 10071 Granada, Spain; [email protected] Received: 2 May 2020; Accepted: 30 July 2020; Published: 4 August 2020 Abstract: The Early Childhood Social Competence Scale (EC-SCS) was elaborated to evaluate social behavior on behalf of others in infantile populations. Due to the emergence and development of these behaviors from very early ages, the interest in its assessment is high from a developmental, educational, and applied perspective. The aim of the present study is to develop a Spanish population version of the scale, considering a specific dimensional structure. It was tested with a sample of 504 children of ages between 3 and 5 years, enrolled in school centers of infantile education. The results show that the new version of the instrument is a suitable measure for the assessment of social competence behaviors in early infancy. The joint consideration of prosocial and unfriendly behavior is important as it allows for the promotion of social competence behaviors and optimizes the detection of and intervention in behavioral problems later in life. Keywords: prosocial behavior; social competence development; preschoolers; antisocial behavior 1. Introduction Behaviors in cooperation with and on behalf of other individuals—sometimes altruistically—are considered fairly exceptional in the animal kingdom but are essential for the development and the social and cultural achievements of human beings [1]. Their emergence throughout development is very early, and there is evidence of their emergence at increasingly younger ages [2–4]. This justifies the great interest that these behaviors, their onset, manifestations, and development awaken in many areas of psychology and, in general, in all its applied and research facets. A behavior carried out by an individual on behalf of others [5], basically consisting of manifestations that include helping, sharing, and comforting [6], is a good definition of what is understood as prosocial behavior. In developmental terms, some authors have found evidence of the onset of some of its components as early as at 12–18 months of age. For instance, at this age, children can intervene spontaneously to warn an adult and prevent a problem before it happens [3]. Other studies have found that they can identify the goal of another agent’s action and relate different emotional reactions to the conditions that can provoke them [7]. At 18 months, sounder expectations about others’ emotional reactions are observed, and children begin to show interest in their classmates’ situations and may pay less attention to another child when his or her distress is unjustified compared to when it is justified [8]. This process is intensified in the next few months, so that, around 3 years of age, children show great concern, offer help and even reliably verify the situation of an individual who shows justified distress, while determinedly ignoring an individual who displays unjustified distress [9]. From this age, they can predict, in terms of happiness, the results deriving from certain situations and, between the ages of 4 and 5 years, they can recognize situations that lead to more complex emotions, such as anger, fear, and surprise [10]. Sustainability 2020, 12, 6262; doi:10.3390/su12156262 www.mdpi.com/journal/sustainability Sustainability 2020, 12, 6262 2 of 10 Among the aspects that contribute to the development of prosocial behavior and motivation are the comprehension of others’ goals, behavior, and emotions, the emergence of fairness sensitivity, and the development of the language and vocabulary of emotions or moral reasoning [4,11,12]. Prosocial behavior is logically affected by situational factors [13]. For example, the behavior of sharing in children under 3 years of age will increase substantially if they observe that others express their desire to share [14,15] and if the cost associated with sharing is more or less low [16]. However, the term prosocial behavior is frequently linked to the terms antisocial and unfriendly behavior in the literature [17,18]. The latter has sometimes been defined as the opposite of prosocial behavior or, at least, as a behavior by which a child causes physical or psychological harm to others [19]. Although prosocial and antisocial behaviors seem to be the extreme opposites of a single construct, some authors have considered them conceptually different in certain aspects [20]. Despite these divergences, it seems clear that both sets of behaviors present a strong association with the same variables, sharing common theoretical explanations about their onset and development. We observe, for example, that the study of the development of language, empathy, or emotional regulation, among other variables, is associated with both behaviors [21]. A significant association between moral emotional attributions and prosocial and antisocial behaviors has also been found [22]. Of course, antisocial behaviors are significantly and negatively correlated with prosocial behaviors [23]. Prosocial behavior has been associated with lower levels of social exclusion [24] and similarly, an early intervention in childhood seems to be able to decrease positive attitudes towards antisocial behaviors [25]. Some authors have found that antisocial behavior in early childhood is linked to subsequent behavior problems and to poor interpersonal and prosocial relations, especially with classmates and teachers [26,27]. It even seems that antisocial behavior in preschoolers is transferred to the first school year and it has considerable influence on the adaptation and the establishment of successful relations with classmates [28]. In the same line, center-based programs with a parenting component can improve school readiness related to social competence [29] Moreover, the processes of educational intervention usually include dealing with antisocial behaviors or promoting prosocial behaviors, with some relationship existing between both of them. For example, some authors have found that interventions aimed at reducing childhood antisocial behavior usually improve social and socio–cognitive skills, which, in turn, reinforce academic skills, prosocial behavior, and even family–school relations [30]. In the educational field, the Spanish law on early childhood education proposes the strengthening of peer relationships, the progressive acquisition of guidelines for socialization and coexistence, as well as the peaceful resolution of conflicts, as educational objectives to work on [31,32]. In the past few years, the complexity of the study of these behaviors in early childhood has influenced investigators to consider a multidimensional perspective based on diverse mechanisms responsible for different prosocial responses [12,33]. Consequently, in the international panorama, diverse instruments for their assessment have recently appeared, although not many of them are adapted to the Spanish population [34]. One of these instruments is the Prosocial Behavior Scale (in Spanish, the ECPRO, Escala de Conducta Prosocial) [35]. This scale was designed to assess social behavior in schoolchildren and preschoolers, using teachers’ criteria. The key goals of this study were to analyze (a) the factorial structure and (b) the psychometric properties of the adapted instrument in a sample of a Spanish pre-schooler population. It must be taken into account that early childhood education in Spain is a non-compulsory stage with its own identity-serving children from birth to 6 years old- and which is arranged in two cycles, the second of which corresponds from 3 to 6. Sustainability 2020, 12, 6262 3 of 10 2. Materials and Methods 2.1. Participants The sample comprised 504 children, randomly selected, attending 40 infantile stage schools in Granada, Spain. The participants were 271 boys (53.8%) and 233 girls (46.2%), aged between 3 and 5 years, with a mean age of 4.09 years (SD = 0.80). Of them, 140 were 3 years old (27.8%), 178 were 4 years old (35.3%), and 186 were 5 years old (36.9%). Quota sampling was used to select the subjects, with proportional assignation according to sex and age, attempting to reach equivalent percentages of participants of each gender and age considered level. With regard to other sociodemographic variables that characterize the sample of participants, all of them were attending at second cycle of infantile education. In total, 44 of them were in first course (8.7%), 209 in second course (41.5%), and 251 (49.8%) were in third course. Of the participants, 36 (7.1%) were of immigrant origin and 468 (92.9%) were of non-immigrant origin. 2.2. Measures The Prosocial Behavior Scale [35]: This scale was developed in Costa Rica. The original version of the scale included 12 items, each of them rated on a 3-point scale: 0 (never), 1 (every now and again), and 2 (always). The scale has a unidimensional structure, which determines the subjects’ levels of behavior oriented to offer any help to others (prosocial behavior dimension). The psychometric characteristics of the original scale are excellent, with a Cronbach alpha score of 0.91 [35]. In the original study, two items were loaded on a possible second dimension of the structure, but this second possible component was discarded as it was neither theoretically nor statistically important, leaving all the items grouped in component
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