In recent years, social-emotional competence of preschool children has come to the fore. In spite of this, social-emotional skills have been largely neglected in health examination for school entry in comparison with cognitive skills. After a description of the concepts "emotional competence" and "social competence" the importance of social-emotional skills for school readiness and academic achievement is shown. Then we describe how these skills can be assessed in health examinations for school entry. One can differentiate between behavioural observation, interview, and questionnaires. Advantages and disadvantages of these methods are demonstrated and suitable diagnostic instruments are mentioned.
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