STANDARDIZING A SELF-ASSESSMENT INSTRUMENT FOR SOCIO-EMOTIONAL COMPETENCE IN UNDERGRADUATE EARLY CHILDHOOD EDUCATION STUDENTS

STANDARDIZING A SELF-ASSESSMENT INSTRUMENT FOR SOCIO-EMOTIONAL COMPETENCE IN UNDERGRADUATE EARLY CHILDHOOD EDUCATION STUDENTS

Hoang Thu Huyen hthuyen@daihocthudo.edu.vn Hanoi Metropolitan University 98 Duong Quang Ham, Nghia Do ward, Hanoi, Vietnam
Summary: 
Social-emotional competence is a crucial component that significantly contributes to the professional effectiveness and psychological well-being of early childhood teachers. In Vietnam’s early childhood teacher education, assessment of this competence remains limited due to a lack of appropriate measurement instruments and standardized criteria. This study aims to develop and validate an instrument to assess social-emotional competence among undergraduate students majoring in Early Childhood Education. The research employed a mixed-methods approach, including theoretical analysis, expert consultation, quantitative surveys, and empirical validation. Based on the SEL/SEC theoretical framework, the instrument comprises 30 items organized into key competence domains. Analysis of 464 valid responses indicates that the scale demonstrates high reliability (Cronbach’s alpha > 0.85) and an adequate factor structure (KMO = 0.893; total variance explained = 68.8%). The findings suggest that the instrument has strong scientific validity and practical applicability for the education and training of early childhood teachers.
Keywords: 
Toolkit
Self-assessment
Social emotional competence
early childhood education
student.
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