Latent profile analysis on and influencing factors of preschool children’s social-emotional competence in China: A comparison of only children and non-only children

Social-emotional competence is considered a core literacy for the 21st century and is of great significance to the growth of individuals. At the same time, preschool children are at the initial stage of individual development and at a critical stage for developing their social-emotional competence. In the context of China’s frequently adjusted fertility policy, it is necessary to study further the social-emotional competence of children in families of different sizes. A questionnaire survey was conducted with 430 only children and 547 non-only-child parents from the middle area of China. The study found that children’s social-emotional competence was generally well-developed, but the social-emotional competence of non-only children was significantly lower than that of only children. Four profiles of social-emotional competence were found for both the only children and the non-only children. This study also found that gender, age, family income, and location of home significantly affected children’s social-emotional competence. Parents’ educational background and place of residence had a unique and significant effect on the social-emotional competence of non-only children. On the other hand, family structure had a significant effect on the social-emotional competence of only children. This study provides practical implications for promoting children’s social-emotional competence in families of different sizes.