The association between children's social-emotional well-being in early childhood education and care and social competence

The paramount importance of children's social-emotional well-being and social competence in various contexts has been acknowledged in extant research. However, their association among young children in early childhood education and care (ECEC) remains understudied. Additionally, we need more evidence about whether children's socialemotional well-being, broadened with the less empirically studied basic needs fulfilment, in ECEC is associated with their social competence. Thus, the study investigates this association and how the ECEC arrangements moderate the association using survey from the guardians (N = 6,027) of 4-year-old children in Finland. Structural equation modelling showed that children's enjoyment in ECEC was related to their social competence, but notto the fulfilment of children's basic needs. Moreover, no moderation effects of ECEC arrangements were found. This study reveals the importance of prioritising the advancement of children's social-emotional well-being and a comfortable environment in ECEC for enhancing children's social competence.