An informed process for the development of intervention development for preschool aged children is fundamental to ensuring the longevity of society. Socio-economic challenges can be examined once conditions such as depression and antisocial behavior set into the character of a child, however, this is not the ideal situation in addressing such challenges. Issues such as discrimination based on educational, ethnic or religious backgrounds can result in lower quality results for preschoolers and lead to the reduced long-term performance seen in future years. Social growth inhibitors such as competition of limited resources in overpopulated urban areas can limit the quality of life of children as well. As such, reliable indicators must be set to control and promote the development of children.
One cross-sectional study recorded the development of children aged between two and four years old to examine their progress in the family setting and determined that nearly a third of the children exhibited specific forms of socio-economic stress (Brown et al. 2012). This affected their developmental capacity, and standardized screening was required to manage the alarming rate witnessed by researchers. The three solutions that went beyond examining play and work behavior among children selected to mitigate the problem included mental healthcare services for children, occasional home visits to evaluate family environments, and the establishment of above average preschool institutions.
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The processes of labeling children along the spectrum of the socio-developmentally challenged must be carried out over a substantial period and backed by reliable data to prevent misdiagnosis. Data samples must be well distributed and objectively reviewed for all respondents to avoid cases of bias. For example, it is advisable to select universal characteristics in order to retain the authenticity of findings that depend on the cultural factors faced b white, Hispanic, Asian, and African America children. This approach ensures that information processed from results falls within an acceptable range of limits (Lesserman & Jong, 1998).
References
Brown, C. M., Copeland, K. A., Sucharew, H., & Kahn, R. S. (2012). Social-emotional problems in preschool-aged children: Opportunities for prevention and early intervention. Archives of pediatrics & adolescent medicine, 166(10), 926-932.
Leseman, P. P., & Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social‐emotional quality predicting early reading achievement. Reading Research Quarterly, 33(3), 294-318.
