Introduction Social-emotional competence is a core developmental capacity in early childhood, yet culturally grounded assessment tools for Chinese preschoolers remain limited. This study aimed to develop and validate the Preschool Social-Emotional Competence Scale for children in Guangxi Zhuang Autonomous Region, China. Methods Guided by social-emotional competence theory and a culturally responsive framework, the scale was developed through literature review, qualitative interviews, expert consultation, and pilot testing. Psychometric properties were examined using caregiver reports for 1,666 preschoolers aged 3–6 years (889 boys, 53.36%; 777 girls, 46.64%). Results Exploratory factor analysis supported a 21-item, four-factor structure comprising Emotion and Self-recognition, Daily Habits, Social Interaction, and Bullying Counteraction, explaining 71.67% of the total variance. Confirmatory factor analysis showed good model fit (χ 2 /df = 3.86, GFI = 0.92, CFI = 0.95, IFI = 0.95, TLI = 0.94, RMSEA = 0.06). The scale demonstrated satisfactory convergent and discriminant validity, strong internal consistency (Cronbach’s α = 0.94; subscales α = 0.76–0.94; McDonald’s ω = 0.94; subscale ω = 0.86–0.94), and measurement invariance across gender. Girls scored higher than boys on Emotion and Self-recognition and Daily Habits, whereas no significant differences were found by only-child status. Children from families with lower subjective socioeconomic status scored lower across all domains of social-emotional competence. Discussion The Preschool Social-Emotional Competence Scale is a valid and developmentally appropriate instrument for assessing social-emotional competence in typically developing Chinese preschoolers aged 3–6 years. It provides a practical tool for educators and researchers and may help inform targeted early interventions.
Zeng et al. (Wed,) studied this question.