This study investigates the relationship between family socioeconomic status (SES) and social-emotional development among young children in Malaysia. Social-emotional development plays a crucial role in children's overall well-being and success in various life domains. Understanding how family SES influences social-emotional development can inform policies and interventions aimed at promoting positive outcomes for children from diverse socioeconomic backgrounds. Drawing on data from a representative sample of young children in Malaysia, this research employs quantitative analyses to explore the associations between family SES indicators and social-emotional development outcomes. The findings contribute to the growing body of literature on child development and highlight the importance of addressing socioeconomic disparities in early childhood for fostering healthy social-emotional development among children in Malaysia.

Family socioeconomic status, social-emotional development, young children

Treanor, M.C., 2012. Impacts of poverty on children and young people. http://www.eastrenfrewshire.gov.uk

Bradley, R.H. and R.F. Crowyn, 2002. Socioeconomic status and child development. Annu. Rev. Psychol., 53: 371-399.

Hasanagic, A., 2015. Socioeconomic status of parents and the achievement of children on readiness for school tests. Epiphany, 8: 133-148.

Tominey, S. and S.E. Rivers, 2012. Social-emotional skills in preschool education in the state of connecticut: Current practice and implications for child development. Report Submitted to the William Casper Graustein Memorial Fund.

Wanless, S.B., M.M. McClelland, S.L. Tominey and A.C. Acock, 2011. The influence of demographic risk factors on children's behavioral regulation in prekindergarten and kindergarten. Early Educ. Dev., 22: 461-488.

Children's Defense Fund, 2007. The state of America's children. Annual Report. Children's Defense Fund, Washington, DC.

Qi, C.H. and A.P. Kaiser, 2003. Behavior problems of preschool children from low-income families: Review of the literature. Top. Early Childhood Spec. Educ., 23: 188-216.

Squires, J. and D. Bricker, 2007. An Activity Based Approach to Developing Young Children's Social and Emotional Competence. Paul Brookes Publishing, Baltimore MD.

Kintrea, K., R.S. Clair and M. Houston, 2011. The influence of parents, places and poverty on educational attitudes and aspirations. Joseph Rowntree Foundation, York, UK.

National Institute of Child Health and Human Development Early Child Care Research Network, 2005. Duration and developmental timing of poverty and children's cognitive and social development from birth through third grade. Child Dev., 76: 795-810.

Feil, E.G., H. Walker, H. Severson and A. Ball, 2000. Proactive screening for emotional/behavioral concerns in head start preschools: Promising practices and challenges in applied research. Behav. Disord., 26: 13-25.